IDUCATIONAl DOCUMiPS. 



WISCONSIN, JANUAM, 1850. 

PAGE. 

I Inauguration of the Chancellor of the 
University, - - - - 3. 

II. Report of the Board of Regents, - 59. 

Ill Report of the Superintendent of Pub- 
lic Instruction, - - - 95, 



INAUGURATION 



01 



Boi. JOHN e. immi ii i 



CHANCELLOR OF THE 



UNIfEISlTf OF WISCONSIN, 



AT THE CAPITOL, 



MADISON, JAKUAKY 16. 1850. 



SENTINEL AND GAZETTE POWER PRESS PRINT,. 
185C 



l^:} 



b 



\j 



INAUGURATIO 



At a Special Meeting of the Regents of the Universi- 
ty of Wisconsin, holden at Madison on the 21st of No- 
vember, it was 

Resolved, That the Inauguration of the Chancellor elect take place on the 
i6th day of January next, at the Capitol. 

Whereupon Messrs. Mills, Dean and Root, were ap- 
pointed a Committee of Arrangements. 

On the 16th of January, 1850, both Houses of the Leg- 
islature having adjourned over in honor of the occasion; 
the Supreme Court, the State Medical Society, and the 
Rail Road Convention, having each intermitted its session, 
there was no rival attraction to divert the attention of ci- 
tizens and strangers from the great event of the day. 

Punctually at 10 o'clock, A. M., Gen, WilHam R. 
Smith, Marshal of the Day, formed the Procession in the 
following order: 

1. Madison Brass Band. 

2. Students of the University. 

3. Citizens and Strangers. 

4. Governor and Chancellor.; 

5. President and Chaplain. 

6. Regents of the University., 

7. Judges of the Supreme Court. 

8. Lieut. Governor and Senate. 

9. Speaker and Members of the Assembly. 

10. Committee of Arrangements. 

Arrived at the entrance to the Capitol, the first three 
divisions opened to the right and left, while the others 
passed in. The Gallery of the Hall of the Assembly was 
already crowded with ladies, and the floor of the Cham- 



her, spacious as it is, was speedily filled to its utmost ca- 
pacity. 

When the numerous auditory had come to order, Hon. 
John H. Rountree presiding, the appointed exercises fol- 
lowed in the order prescribed in the Programme of the 
Committee of Arrangements: 

1 . Music by the Band. 

2. Prayer by Rev. Mr. Lord. 

3. Music. 

4. Address by A. Hyatt Smith, Esq., on behalf of the 
Board. 

5. Music. 

0„ Address by the Hon, J. H, Lathrop, Chancellor of 
the University. 

7, Music. 

8. Benediction, 

On the conclusion of the exercises in the Assembly 
Chamber, the Procession was re-formed in order, and re- 
turning to the U. S. Hotel, at 1 o'clock was dismissed. 

kt an adjourned Meeting of the Board, after the exer- 
cises, it was 

PvESOLVED, That the Chancellor and A. Hyatt Smith, Esq., be and they are 
hereby requested to furnish for publication, copies of the Addressee delivered 
by them at the Inauguration, which has just taken place, and that a number, 
lit, the discretion of the Executive Committee, not exceeding five thousand 
copies, be published for the use of the Board of Regents. 

The foregoing request of the Board having been com- 
plied with, the Executive Committee thereupon ordered 
an edition of three thousand copies — two thousand copies 
of the Chancellor's Address having been printed, by order 
of the Assembly, for gratuitous distribution. 
Signed J. T. CLARK, 

Secretary of the Board of Regents 
of the University of Wisconsin, 



g^ss 



4 

ON BEHALF OF THE REGENTS^ 



A MEMBER OF THE BOARD. 



Fellow Citizens: — 
While I could wish that the part assigned to me for this 
.•occasion by my colleagues of the Board of Regents, had 
been intrusted to one possessing more abihty to do it jus- 
tice, I rely upon your liberality and candor, as an ample 
guaranty that whatever remarks I may offer you, in dis- 
charge of the duty thus devolved upon me, will be receiv- 
ed in a gracious spirit. It is, therefore, without hesitancy 
that I shall proceed to lay before you such observations 
and suggestions as have seemed to me pertinent to the 
purpose for which we have assembled. 

The numerous and respectable audience I have the hon- 
or of addressing, by their attendance to witness the cere- 
mony of inaugurating the Chancellor elect of tlie Univer- 
sity of Wisconsin, evinces, I trust, that strong interest in 
the institution, which is the best encouragement that can 
be given in the outset to those who have it in charge. — 
From the promptitude with which the people through our 
Legislature, have taken the preliminary steps towards 



availing themselves of the munificent provision made hy 
the Federal Government for the establishment in our State 
of an institution of this grade, it is reasonable to believe 
they are fully determined to do all in their power to pro- 
mote its advancementi The auspices under which the 
work is commenced, are, indeed, most favorable ; and 
there is good ground for hope that it will be rapidly 
brought to successful consumation. 

Wisconsin, Fellow Citizens, became a member of the 
Union under circumstances more propitious, and with pros- 
pects more brilliant, than marked the early existence of 
any of her sister sovereignties. Especially is this remark 
true as to the advantages she possessed for educational 
enterprise, for upon the wise improvement of these will de- 
pend, in a very great degree, her future welfare ; and' 
these are considerations of the strongest nature which 
siiould compel her to make the most of them. Let her 
look to the history of those of the older States that have 
done most for the cause of education, and contrast her fa- 
vored lot Math the trials, hardships and poverty they had 
to endure through a long protracted infancy. With such 
examples before her it w^ould indeed be a deep disgrace 
sihould she fail to achieve for the same cause the splendid 
results which are within her capacity. 

Massachusetts, whose metropolis is now fitly designa- 
ted ''the Athens of America," passed through more than 
a century of her colonial condition before she had gather- 
ed strength to march vigorously onward in the prosecu- 
tion of the purpose which, from the earliest period of her 
settlement, had been dear to the hearts of her people, — a 
purpose which she has ever steadily kept in view, and by 
diligent and vigilant adherance to which she has made her- 
self a standard for the emulation of the worlds That 



purpose was and is the education of the public mind, — the 
thorough enlightenment of all her citizens, — preparing 
them for the intelligent exercise of their privileges as 
freemen. Scarcely lesa distinguished for their achieve- 
ments in the cause of education, her sisters of New Eng- 
land had to fight their way through all the privations and 
difficulties incident to a long colonial vassalage — like her 
own bleak and barren region — -without other means than 
those furnished by their own inteihgence, industry, econo- 
my and integrity; but despite all the obstacles they had 
to contend with, they ever kept in mind the interests of 
education, and wisely laid the foundation upon which they 
have reared educational systems that constitute their high- 
est glory. From these six States of the Jfew England 
have gone forth the pioneers of civiHzation over all this 
western world. Along the paths of their swift progress 
— from the banks of the Hudson to the hills and plains be- 
yond the Mississippi — they have left their marks in mon- 
uments of deeper interest than the sculptured marble or 
majestic column, that recall to the mind of the traveller 
in other lands the story of departed glories; for the mon- 
uments they have reared point to the future, not the past, 
and give token of the higher and still higher advancement 
yet to be attained in all that elevates and enobles human- 
ity. Humbly they rise upon the soil of our free western 
home, but they are the evidence to all who journey hith- 
er, that the men who built them had well learned and well 
remembered the true glory of the country whence they 
came, and that in leaving the scenes of their childhood, 
they brought with them all that zeal for the promotion of 
popular education so distinctively the characteristic of 
their fathers. Scarcely has the plough traced the first 
furrow for the future harvest of the eastern immigrant 
before up springs the common school Busied as he is in 



delving the earth for the subsistence of his family, he can 
find time to make provision for the intellectual cultivation 
of the generation grov^ing up around him. 

Such, briefly, were the beginnings of communities now 
forming a large proportion of the aggregate strength and 
greatness of our confederacy — their citizens more pros- 
perous, happy and generally intelligent, than can be found 
in an equal number on any other portion of the earth. — 
Let us glance now at the history of Wisconsin — her pres- 
ent position — her prospects — the advantages with which 
ihe is blessed, and the obligations which rest upon her to 
anprove them and to develope the abundant resources with 
tvhich she is endowed. 

But the brief period of seventeen years has passed 
since the attention of citizens of the States was first di- 
rected to her fertile prairies and beauteous openings. On 
the trail of the army which drove hence the bands of sav- 
ages that had then raised the tomahawk against the peace 
of the Northwest, came the colonist who laid the founda- 
tion of this young Republic. They found a country which 
nature had well fitted to dispel from their hearts all regret 
for their place of nativity, and in which they might read- 
.ly make for themselves new homes, attractive as those 
.hey had left. They sent back a good repor* 'if the land, 
md soon others came, and still others, until population 
,'olled on in a fuller stream than ever before witnessed in 
the progress of American colonization. Settlers' cabins, 
and soon more substantial mansions were seen at no dis- 
tant intervals throughout a wide territory — Churches and 
school houses began to abound — the rivers yielded their 
(>ower to the control of man, and manufactories were es- 
tablished to prepare for consumption the rich harvests of 
our prairies, A few years passed linder territorial organ- 



9 

ization, and Wisconsin entered the Union — her population 
exceeding that of any other territory that has yet claim- 
ed this privilege. Less than two years have elapsed 
since the date at which she was invested with the dignity 
of a State Soverignty, and in that brief space, immigra- 
tion has sw^elled the number of her inhabitants by at least 
the number w^hich, under the present ratio of representa- 
tion, would entitle her to claim another voice in the Coun- 
cils of the Nation. Politically, she already occupies a 
position in the Union, but httle behind that of States which 
were in enjoyment of the honors and privileges of separ- 
ate government, when as yet the stillness of her sohtude 
was unbroken by the presence of civilized man, save where 
the self sacrificing Jesuit missionaries, proclaiming to the 
red man the religion of the Cross, or some lone trader- 
held his post; and the day is not remote when her impor- 
tance may be so enhanced, that she may well claim rank 
with the foremost of her sisters. 

You will not, I am sure, fellow citizens, consider the 
destiny thus predicted for this youngest descendant of the 
Old Thirteen, the vain imagining of an over credulous 
mind. Well acquainted, as you are, with the home of 
your adoption — looking at the structure of the large ter- 
ritory it embraces — its whole extent presenting no por- 
tion unfit for agricultural purposes, but every where a 
soil for natural fertility unsui'passed — broken by no moun- 
tains — a country ready prepared by the hand of Provi- 
dence, for the occupation of mas — with water courses 
sufficient for every requirement of the manufacturer — a 
long extent of coast upon one of the chain of great lakes 
— ^in short, with every element necessary to the support 
of a great agricultural, manufacturing, and commercial 
people. Add to these advantages, the easy communica- 
tion which, in a few years, will be afibrded by the lines of 



Rail Road improvements now fast extending their iron 
bands from the east towards the Mississippi, and give the 
whole that consideration which its magnitude may well 
awaken, and one can scarcely predict a destiny too bright 
for the State in which we live. We are indeed a favor- 
ed people — none more so — and it becomes us, in a spirit 
of gratitude for the many blessings we enjoy, well to re- 
flect upon, and faithfully perform the duties Heaven has 
allotted us — to improve to every possible extent the trust 
which has been confided to our care. Nations as well as 
individuals, have missions to fulfil, and if through design, 
or through heedlessness, they fail to pursue them, they 
may look for the righteous indignation of the Ruler above, 
who will hold them to a stern and fearful accountability. 

Yes — Wisconsin has her mission assigned. She is one 
of the great company of free communities, bound togeth- 
er for the extension and and perpetuation of civil and re- 
ligious liberty, and placed in the van of all the Nations of 
the Earth, to lead the march of human progress. To 
these United States the people of old Europe are looking 
for the light that is to guide them through the difficulties 
that beset them on all hands, in their effisrts to eflfect po- 
litical reformation, and escape from the thousand govern- 
mental abuses, to which their Kings and Aristocracies 
cling for the preservation of their own power and pre-emi- 
nence. Under our Federal form of Government, each 
soverigri State is left so to regulate her own affairs as to 
her citizens shall seem best for the advancement of her 
prosperity, and while as a confederation we present to the 
world an undivided front, our country comprehends with- 
in its limits, separate communities, left in perfect indepen- 
dence each of the other, emuiously struggling to attain 
the highest point of improvement in all the pursuits of en- 
lightened humanity. We have thus our independent part 



11 

to perform in the great work of sustaining and elevating 
the national character, as well as that which belongs to us 
in the exercise of those Federal privileges which we hold 
in common with the other States of the Union. What- 
ever we may do here in Wisconsin for her glory and her 
good, will help to swell, also, the happiness and glory of 
our common country, while the errors we may commit, 
or the evils we may let loose among ourselves, will b© 
mainly ours in all the injuries or disgraces they may oc- 
casion. It rests with her citizens to say whether she 
shall come up to the expectations which her first rapid 
growth awakened, whether she shall reach the pitch of 
greatness for which she seems to be destined. 

Will they be true to themselves ? It is a question that 
time will answer, and that answer will be found in the 
measure of their fidelity to one great leading cause — the 
cause of popular education. Under a form of government 
existing by the will of the people, depending for its wise 
administration upon their intelligence and virtue, there can 
be no hope for a permanent prosperity while the minds of 
the masses are neglected and their moral training uncared 
for. They would then but offer fit material to be wrought 
upon by selfish demagogues — to be moulded by the ambi- 
tious and unprincipled to subserve unhallowed and unpat- 
riotic purposes. 

Popular education is the one thing needful in European 
countries to ensure the demolition of governments origin- 
ating in ages when might made right, and the strong hand 
alone asserted authority. A general enlightenment of 
the popular mind would in time result in the downfall of 
tyranical institutions — and not in this alone. It is not 
the fashion with American democrats (I use the term in 
no partizan or restricted sense,) to believe that, even on 
this side of the Atlantic, the sum of political truth has been 



12 

discovered and reduced to system in forms of governmentr, 
On the contrary, among our statesmen and scholars — 4nen 
of the professions and those who are engaged in agricul- 
ture and the mechanic arts — in all classes of society — we 
see earnest thinkers, men who love the truth and who 
strive to comprehend all of it that can be brought within 
mortal ken, laboring to devise means for the removal of 
defects in the existing order of things which they may 
have discovered, or may think they have, and suggesting 
social and political projects for ameliorating the condi- 
tion of their fellow men. The conclusion at which they 
arrive may be erroneous or the reverse — the measures 
they recommend may be calculated to do good, or they 
may be such as, if carried into practice, would I'esult in 
evils worse than those they are designed to eradicate — 
but be this as it may, the people have to pass judgment 
upon them and say whether new propositions shall become 
the law of the land, or the progress of experiment be 
stayed and innovation be forbidden. They are the judg- 
es to decide what will best promote the general welfare — 
the ballot box is the medium through which they speak 
their sentiments. The will of the majoritj' must be obey- 
ed, and the legislators who frame the statutes are but the 
representatives and instruments of that will. 

But more than this — we of America are not a homo- 
geneous race. Within the United States dwell represen- 
tatives from every nation of Europe, and the population 
of this State has a large proportion of foreign born citi- 
zens. They have brought with them their own respect- 
ive languages — they are marked with the distinctive char- 
acteristics of the various States whence they came — they 
are unlike each other in their habits and they differ much 
in sentiment. They have come to cast in their lot with a 
strange people— to Uve with us and be of us. We wel- 



13 

come them, for our land is broad and we need their num= 
bers and their aid to occupy it. We welcome, them, for 
we know that attracted by the fame of our country's 
freedom many of them have come from oppression at 
home, and, free ourselves, we gladly hail them freemen 
and fellow citizens. Yet to learn our laws- — to become 
habituated to our customs and fully imbued with the spir- 
it of our people is for them a work of time, of observa- 
tion and study. Their children must receive the instruc- 
tion that they cannot give them. They must grow under 
the same system of education with our own, and that sys- 
tem must be one so uniform anc^ equal in its operation 
that all alike, whether foreign born or native, shall be its 
subjects and receive its benefits. To arrange the econo- 
my of such a system — so to form it that as far as possi- 
ble, in all of its provisions, it shall be just and impartial, 
conferring equally upon all, its privileges and its blessings, 
is a task which may well claim the attention and the efforts 
of our best and wisest men. 

Common schools are those to which we are taught to 
look as the proper seminaries for the instruction of the 
people. The prefix in that designation belongs to the 
times when it was not deemed practicable to give the 
children of those most likely to avail themselves of the 
benefits of such schools more than the simplest rudiments 
of learning. It is to be hoped that this notion has ceased to 
find either advocates or behevers, and, in saying this, 
I do not mean to cast censure upon those by whom the 
common schools of the country have been supported, 
managed and fostered. They have done, it is not to be 
doubted, incalculable good. But the time has come when 
our efforts should be directed in all earnestness to the 
elevation of the educational standard, and it is gratifying to 
see the talents of many of the ripest scholars of the day 



14 

exerted in the advancement of a purpose so laudable. 
What, I may here inquire, is the prominent defect of 
the common school system 1 It is that the teachers em- 
ployed in such schools, for the most part, are utterly unfit 
for the performance of their duties. They have but a 
scanty stock of learning, and that little they know not 
how to impart to their pupils. Most of- them have enter- 
ed upon the business of teaching without any intention to 
remain in it, adopting it only as a temporary means of 
support, and prepared to leave it so soon as they can find 
another occupation more profitable. 

There is an obvious»remedy for this evil. The business 
of teaching must be elevated to the dignity of a profes-- 
sion, by requiring of those who desire to engage in it, a 
competent share of learning, and by paying them more 
liberally for their labor. It is because these essentials have 
been disregarded that the occupation has been so gener^ 
ally held in contempt, and many well qualified for it, who 
would be willing to make it the employment of their lives^. 
could they obtain from its exercise a respectable support, 
and honorable consideration in the community, disdain, as 
things are now, to meddle with it. Until a reform is ef- 
fected in this matter, the common schools of our State 
will not be capable of effecting a tithe of the good intend-- 
ed and expected to be derived from them. 

How shall this reform be brought about 1 In my hum- 
ble opinion the only feasible mode is to educate youth for 
the profession of teaching, with the same care that is 
taken to educate those who are designed for what is cal- 
led the learned professions. The establishment of Nor- 
mal Schools is imperiously demanded, to ensure the suc- 
cessful operation of our common school system, and so 
soon as by the sale of school lands, funds sufficient for the 
purpose shall have accumulated in the Treasury of the 



15 

State, one or more such schools ought to be instituted. 

The University of Wisconsin will be of inestimable 
benefit to the State, if it shall be made to render efficieut 
service towards effecting the reform of which I have been 
speaking. Were its usefulness to cease here, it would 
still be a most beneficent Institution. The Board of Re- 
gents, in view of this object, have determined to establish 
a Normal professorship, the incumbent of which, togeth- 
er with the Chancellor, are to constitute the " Faculty of 
the Theory and Practice of Elementary Instruction." — 
The students in this department will be entitled to the in- 
struction of the University free of charge, but will b« 
placed under written obligations to pay the regular tui- 
tion fees, in case they shall not pursue the business of in- 
struction during two years, within the four next succeed- 
ing the period of their connection with the University. — 
At the close of the course, they are to receive an appro- 
priate degree, and a Diploma in testimony thereof, from 
the hands of the Chancellor. The sixth section of the 
ordinance creating this department, states: 

"That it is the fixed intention of the Regents to make the University of 
Wisconsin subsidary to the great cause of popular education, by making it, 
througli its Normal Department, the nursery of the educators of the popular 
mind, and the central point of union and harmony to the educational interest 
of the commonwealth." 

In the department thus intended to be established, will 
be, it is anticipated, as many students, soon after its open- 
ing, as can be faithfully instructed. There are, doubtless, 
many young men in every county, who will be glad to 
avail themselves of its privileges. It will, therefore, be 
the first in the University to exhibit its fruits, and if its 
design b^ rigidly adhered to, (and in the character of the 
gentleman who will have its supervision, there is ample 
assurance that it will,) it is confidently hoped that the 
people will esteem it a praiseworthy feature in the organ- 
ization of the Institution. 



The other Departments designed to be placed in opera- 
tion, will be so ordered as to afford to the members of 
€he University, the means of as perfect an education in 
€he arts and sciences, as can be obtained in the best Col- 
leges of the Union.. 

The learned gentleman who is to follow me, will unfold 
Ihe principles which will distinguish the plan of instruc- 
tion, and govern the prescription of the course of studies. 

To the people and to the Legislature of the State of 
Wisconsin the Regents and the Chancellor look with con- 
fidence for every proper encouragement in the prosecu- 
tion of the arduous work with which they have the honor 
to be charged. The munificent endowment bestowed by 
Congress will, before a long time shall elapse, be fully 
•available for all the purposes of the Institution. Let it be 
wisely appropriated, and we shall have a University that 
will be an honor to the State — an honor to the whole 
country. Properly conducted, it will be the head of a 
great system of popular instruction, and we shall have no 
need to go abroad for the education of our teachers and 
law givers. It will be a proud reflection that the learning 
of every department of human knowledge may be had 
here, without resort to foreign assistance. The way is 
•clear for the attainment of this great object. There is no 
difficulty to deter — not even the shadow of an obstacle to 
delay. 

Sir:— 

A most pleasant part of my duty on this occasion re- 
mains to be performed. The Board of Regents of the 
University of Wisconsin, fully appreciating the impor- 
tance of securing for the station of Chancellor of the In- 
stitution, the services of a competent scholar and gentle- 
man, spared no pains to obtain such information as was 



17 

necessary to a judicious selection. The distinguished rep- 
utation you have enjoyed in a similar position in another 
State induced them to terminate their inquiries by confer- 
ring upon you the appointment you now hold. Having 
done so, they feel entire confidence that you will, by your 
exercise of the office, justify to a community deeply in- 
terested in the promotion of education, the choice thus 
made. 

In the name then, of the Board I have the honor here 
to represent, I salute you Chancellor of the Univerity of 
Wisconsin, and invest you with all the authority, privil- 
eges, and emoluments to which, in that capacity, you are 
now or may hereafter be entitled. 



n 



BY THE 



CHANCELLOR. 



That germ of vegetable existence, which ages ago was- 
quickened into life on the genial lap of earth, taking root 
downward — sending its branches upward-:— contending 
successfully with wind and storm — gathering vigor from 
every conflict, struggled at length into its period of matu- 
rity, declined into age, bowed its hoary head in the dust, 
and yielded up its elements to the common mother on 
whose bosom it had been nurtured ; giving place to its 
successor, to accomplish in like manner its destiny. 

We discover in all this no law of progress. The histo-. 
ry of the individual at one period, is the history of the 
individual at every other period. Each lives to itself, 
each dies to itself, leaving to the seedling of to-day none 
of the elements of a higher and better life, than nature 
had av/arded to each previous representative of the spe- 
cies, while accomplishing its day upon earth. — deriving 
nothing from it parentage save bare existence, and leaving 
nothing to its species but an endless power of propaga-. 
tion. 

But when we look further into the Divine economy and 
enquire, for what purpose is this endless exhibition of 



20 

individual existences — vfhy this power of ceaseless prop- 
agation — wliat the final cause of the perpetuation of the 
species, we do not fail to discover that the unnumbered 
forms of vegetable life are accomplishing their destiny, 
by furnishing sustenance to the sensitive beings — the 
round of an animated existences, which throng the earth, 
instinct with the powers of perception and enjoyment. 

In the animal, as in the vegetable kindom, we are pre- 
sented with the incident of change; and here again, it is 
change which attaches to the individual rather than to the 
species. The animal of to-day, derives nothing from its 
progenitors near or remote, save bare existence. Like 
them it has its birth, growth, maturity, decay, death. It 
mingles with its fellow dust— leaving to its offspring the 
same phases of existence, the same power of producing 
its like, the same dissolution of its bodily organization, the 
same yielding up of its elements to the common mother 
of all animated being. 

We see in all this no law of progress. It is the destiny 
of the indivdual to perpetuate his species, not improve it. 
And for what end is the species perpetuated 1 What the 
design of this unending succession of vegetable and ani- 
mal-forms — the splendid panorama which nature presents 
to us in the world of organized being, ever varying, and 
yet ever the same. 

How obvious is it, that all this living apparatus — this 
nicely adjusted mechanism, is a vain creation, unless there 
be a higher, a better, a more spiritual life, dependent on 
its ministrations for sustenance and enjoyment. To cre- 
ate the orb of day, and pour light upon a universe on 
which no eye is ever to open, would be no greater im- 
peachment of the wisdom of the Author of the universal 
scheme of things, than to set up the great kingdom of 



21 

nature, without providing a lord to have dominion over 
it, with capacities adapted to its arrangments — with the 
power, and with the will, to convert to the uses of his own 
more elevated being, the countless forms of subject exist- 
ences. 

It is in perfect accordance with this idea that we see 
MAN — made little lower than the angels — crowned w^ith 
glory and honor, and set over the works of the Creator's 
hands. Without man, the exhaustless treasures of nether 
earth — ^the mighty elements of the physical world — the 
wonderful mechanism of organized existences — the nice- 
ly adjusted forms of animal and vegetable life — the gar- 
niture of the heavens — the universal scheme of things — 
all, all were a mighty maze w^ithout a plan. Without 
man, the primeval six days work, which built up the 
fabric of the material world, would have been an unmean- 
ing, a capricious exliibition of creative povv^er. The morn- 
ing stars Vv'ould have had small occasion to sing together, 
or the sons of God to shout, in expression of their own 
joy, or in praise of the divine Architect. 

The crowning work whidi gave significancy and value 
to all the rest, was the creation of man upon the earth, 
with an animal constitution exactly adapted to the physi- 
cal scene on which he is placed — with a spirit at once sen- 
sitive and rational, fitting him for the dominion he is enti- 
tled to exercise, for the trial he is to undergo, and for the 
momentous destinies which await him, when dropping this 
earthly envelope, he shall open the eye of the spirit, pure 
and disembodied, on the light of eternity — a change how 
essential — a crisis in his being, how full of interest: 

Through chinks styled organs, dull life peeps at light, 
Death bursts the involving cloud, and all is day. 

Jn turning our contemplations from animal and vegeta- 



22 

ble life to man, with his two-fold nature, and with his cor- 
responding relations to the material and the spiritual, it 
v/ould be strange indeed, should we not develope new 
laws — accumulate stronger and higher evidences of the 
wise and beneficent action of that great Being, who has 
not only built up the material fabric, but has made it the 
residence of immortal mind. 

It is here, for example, that we. for the first time, ob- 
serve the LAW OF PROGRESS, as a distinguishing principle 
and characteristic of the species. 

It might seem, indeed, to the chance observer who 
notices only the visible and the tangible — the objects of 
his own individual perception — the results of his own in- 
dividual experience, that man has no advantage, in this 
particular, over the various species of organized being by 
which he is surrounded — that whatever is gained to the 
race by the birth, growth, and maturity of the individual, 
is lost by the decay and death — the unvarying sequel in 
the history of organized being. And it might seem hard 
indeed to contend, against this view, that the world is the 
better for all Vk^ho have lived in it. The doom of the un- 
profitable servant will be, by no means a rare one at the 
last day; and at the exit of thousands in every age, death 
may be hailed as the benefactor of our race, by ridding 
the world of its monsters — the skilful architects of their 
own ruin — the corrupters and destroyers of their species. 

It is on the other hand no less true, that when death 
has extinguished in mid-heaven some light of the age — 
has stricken down in full life, some benefactor of his race, 
that something seems to have been subtracted from the 
sum of good which might have been saved to humanity, 
had he not been called thus early to his reward, had he 
not been bid to shine in some higher sphere. 



In all these cases, however, in which death seems to 
the bare observer, to have interposed for manifest good, 
or for evil; and even in that other case where the man 
has so lived, that the profit and losg in death's doings are 
so nicely adjusted, that the balance may escape detection 
— in all cases, the individual has not failed to leave behind 
him an inheritance for his species. No man liveth unto 
himself, no man dieth unto himself. Each has left an im- 
press on humanity, which time may never efiace, which 
may affect the destinies of individuals, their powers of 
perception and enjoyment, throughout the generations 
which are to follow. 

Circumstanced as man is, in present and close contact 
with whatever ministers to organic pleasure, in lively and 
absorbing sympathy with the objects of sensation, while 
the pleasures which address themselves to all that is heav- 
en-born and heaven-aspiring within us, are distant and fu- 
ture, it is obvious that it is only through a long and pain- 
ful conflict, that the individual man is able to establish the 
ascendency of the spiritual over the material, to rise above 
the downward tendencies of our constitution, to widen 
the distance which separates us from the other orders of 
animated being, earth born and earth bound, to advance 
in the powers of perception and enjoyment — in all that 
dignifies and blesses man — in all that identifies us with that 
world of pure intelligences — our birthright, and if we sell 
it not, our assured inheritance, our eternal home, when 
this corruption shall put on incorruption, this mortal im- 
mortality. 

Whether our active powers of body and of mind, shall 
obey the aspirations of our higher nature, or enlist in the 
service of our lower propensities — whether the home of 
our affections shall be in heaven or on earth — whether we 



24 

shall successfully assert our claim to kindred with angelic 
natures, or humble ourselves to the fellowship and the des- 
tiny of the beasts that perish — ^whether, in fine, the spirit 
shall gain the ascendency over the flesh, or the flesh over 
the spirit, is the great question to be decided here on earth; 
and as this question is decided here, so will be, so must be 
our destiny hereafter. 

It is manifest that the progress of the race of man, in 
all which concerns his true dignity and happiness, is in- 
volved in the settlement of this great question. Just so 
far as our animal propensities, the appetites and passions 
our fleshly tempters, lose their dominion over the will — 
just so far as the bodily powers are brought to yield them- 
selves ready instruments of the intelligent principle within 
us — ^just so far as truth and reason establish' their empire 
in the whole man, just so far are we making progress 
towards the fulfilment of the high destiny which awaits us, 
when dropping the flesh, our earthly trial past, we shall 
enter upon the home of the spirit, with enlarged capacity 
and scopCj for the cultivation and enjoyment of the intel- 
lectual, the moral, the social, the divine. 

The preparation of man for his immortal being, is then 
his great business in this life — it is the end of his mission 
into this lower world. It is an educational process which 
terminates only with the grave — a process which, in the 
harmony of the divine appointments, is compatible with — 
nay requires, the intelligent and scrupulous discharge of 
the duties which pertain to the relations in which we 
stand to the objects of this earthly scene. In all questions 
concerning human progress, this great fact should never 
be lost sight of, that a habitual, scrupulous, and intelligent 
performance of earthly duties, constitutes the appointed 
training for the business and the enjoyments of that life> 



25 

which awaits the tried and the faithful in their spiritual 
home. 

As the discipline of the child prepares him for the ma- 
turer duties oi the man and the citizen, so in all the varied 
relations of social life, as the guide, philosopher and friend 
of his fellow, as the lawgiver in the mimic empire of his 
own household, as the subject and the minister of the State 
whose protection he claims, the good man, by the disci- 
pline of his virtues, is ripening up into a good subject of 
God's universal empire — a good citizen of that community 
of pure intelligences for whose companionship he was 
designed, and whose blessedness he shall enjoy, if the 
Judge shall declare, as the result of his trial here, well 
done good and faithful servant. 

In this light, the question of human progress is a ques- 
tion of engrossing interest. It is the great question 
whether, in all that concerns the developement, the disci- 
pline, and the gratification of our powers of perception 
and enjoyment, each generation of the race of man is in 
advance of those which have preceded it — whether the 
individual man now enters upon Hfe, with advantages for 
the clear understanding of the duties of this earthly scene, 
and the due preparation of mind and of heart for their 
faithful discharge, unknown to the men of an earher age 
— whether he is now awakened, in the morn of his exist- 
ence, to a more distinct perception of his high destiny, 
and to better helps and greater inducements for the ac- 
complishment of that destiny, than the earlier representa- 
tives of the race. 

That the history of man ought to exhibit the law of 
progress as a specific distinction between him and the 
various orders of organized being by which he is surround- 



26 

ed, might be safely argued before hand, first from the 
nature of man, and secondly, from the position he holds 
in the creation of God. 

In the first place, man is a rational being, capable of 
reflecting upon the objects of sensation — their relation to 
his happiness — of drawing lessons from every variety of 
experience, and thence developing rules for the avoidance 
of evil and the opening of fountains of more and more 
abundant enjoyment. Indeed progress is the natural inci- 
dent of the rational principle in man, and might be expect- 
ed to exhibit itself in the individual, just in the proportion 
that reason might assert its dominion, in his bosom, over 
the earthly and sensual. 

But were not man a social and a communicative being, 
as well as rational, the progress of the individual would 
not contribute to the progress of the species. Whatever 
his attainments might be, as we have observed in the lower 
orders of organized being, he would live unto himself, he 
would die unto himself — leaving each individual of the 
race to begin where he began, to struggle on with the 
same temptations, to engage in the same conflicts, to gath- 
er wisdom, if at all, from the same experience — and finally 
wrapping his attainments, like a cloak, about him, to lie 
down in the same grave, unblest of his species, for he has 
left no blessing behind him. 

It appears therefore that the progress of the race is fair- 
ly inferrible from two elements in the nature of man: first 
from the power of the individual to accumulate the results 
of his own experience, and to make the items of knowl- 
edge thus stored up available by reflection and judgement 
to the purposes of his own being, to the improvement, the 
advancement, and the elevation of his own powers of 
perception pnd enjoyment; and secondly from the power 



2T- 

of intercommunication, by which these results of individ- 
al acquisition, are thrown into common stock, and become 
the common property of the race. 

The aggregate of individual experience, observation, 
and reflection is thus converted into the wisdom of each 
and of all — knowledge is no monopoly — it dies not with 
the discoverer — it rests not in the grave with him — it is 
the property, not of the individual, but of the species — 
and while the species shall endure, human knowledge shall 
be perpetually juvenescent. Time brings with it no decay, 
age no decrepitude. As in the progress of the world's 
existence, we day by day, and year by year, collect the 
scattered fragments of the great body of truth — restore 
limb to limb — the swelling outline assumes a new grace 
and beauty, and an immortal vigor, ever springing, never 
decaying, animates the breatiiing frame. 

It is thus that the power of individual observation and 
reflection lies at the foundation of all human knowledge. 
Whatever has been gathered from nature, whatever has 
been wrought up, in the laboratory of the mind, into forms 
of utility or beauty, whatever of wisdom in its humbler 
or more exalted conditions, has been accumulated for 
man's advancement and elevation from the beginning until 
the present hour, has been the product of individual exer- 
tion, the fruit of individual cultivation, the result of indi- 
vidual thought. Every item of human knowledge, except 
what we have received from the direct testim.ony of God, 
has come to us through the medium of observation and re- 
flection, the observation and reflection of separate and in- 
dependent minds. 

And it is thus that the social principle — the power of in- 
tercommunication — of making our thoughts mutually in- 
telligible by means of language, has opened these several 



28 

fountains of knowledge, and caused them to pour their 
perennial contributions into the great ocean of truth, ever 
deepening and widening, while sending its exhaustless tide 
through ten thousand channels, fertilizing the field of hu- 
man intellect, and adding to its productiveness a thousand 
fold. It is thus through this power of intercommunica- 
tion, that the common mind in each generation becomes 
the depositary of the acquisitions of the gifted minds of 
the age. It is thus that the men of each generation enter 
on the rich inheritance bequeathed by their fathers — the 
accumulated wealth of successive ages, which it is their 
high privilege to transmit to their successors, not only un- 
impaired, but greatly augmented by the improvements, 
the discoveries, and the inventions of the day. 

If men may thus ever continue to build on the founda- 
tions of the past age, how splendid the temple of truth, 
as it shall approximate towards its completion ! If the 
goal towards which each generation is straining, may al- 
ways be the starting post of the generation which fol- 
lows, surveying with the eye of sober reason, the ever - 
lengthening line of human progress, how evanescent the 
distance which will separate the final representatives of 
our race, from contact and companionship with angelic 
natures. Contemplating the possible attainments of the 
race even here on earth, in knowledge and felicity — the 
garnered harvests of every recurring year of time — the 
accumulating treasures, the rich yield of every mine of 
human thought; beholding in vision the possible elevation 
of the species, while each generation in its turn makes the 
erections of the past the firm foundation for its own su- 
perstructure, see the good man of the latter day, serene 
above the fogs of sense, in communion with the spiritual, 
and, although at home in the body, scarcely absent from 
the Lord. 



J29 

That these possible results of elements which He deep 
m the nature of man will be realized in the progressive 
civilization of the race, may be safely argued, in the sec- 
ond place, from the beneficent administration of that Be- 
ing vA\o has made us, who has placed us here, and estab- 
lished the relations in which we stand to the material and 
tlie spiritual, who has given us the dominion here on earth 
over the v/orks of his hands. 

This, our empire, is stored with elements capable of an 
infinitude of combinations, adapted to the increase of hu- 
man happiness by the refinement, as well as the gratifica- 
tion, of our sensitive being. The discovery of these el- 
ements, and the creation of these new combinations, furn- 
ish never failing occupation for the intellect, discipline for 
its powers, ever accumulating means for the gratification 
of a growing thirst for knov/ledge, the best preparation 
for the successful prosecution of its higher aspirations, a 
bolder wing for its upward flight, from the contemplation 
of the material, to a perception and enjoyment of the spir- 
itual and the divine, 

' It is thus that the very position in which Vv^e are placed 
in the creation of God, seems to impose on us the law^ of 
progress, and clearly to indicate the design of the Crea- 
tor. And it is in perfect accordance with this idea, that 
He has spread out before us in his word, and especially 
in the life and immortality brought to light in the gospel, 
such ample inducements to accomplish our high destiny. 

Indeed, to deny the fact of human progress, or to as- 
sign hmits to such progress in the ages which are to fol- 
low, would be to allege the imperfection of the divine ap- 
pointments, no where else seen in His government of this 
world — a defective adjustment of means to ends in that 
part of the system, and that part only, to which all other 



30 

parts are subordinate, and from which they derive all 
their value. 

The advancement of the race, therefore, in all that con_ 
cerns its true dignity and happiness, is inferred, first /rom 
the nature of man, and secondly, from the appointments 
of the providence and the grace of God. Each individu- 
al has a mission to accomplish on earth for the benefit of 
his species. Is he among the greater or lesser lights of 
his age 1 Men will v/alk in that light. Is he within his 
sphere, the scourge of his race and his own destroyer 1 — 
The abhorrence of his example, and the dread of his end, 
will not be lost to human progress. No man liveth unto 
himself; no man dieth unto himself Each leaves an in- 
heritance of value to posterity. The beacon light saves, 
as well as the guiding star. 

The appeal to history brings back a cheering response. 
The story of our race, notwithstanding its points of tragic 
interest, its exhibitions of the stationary and the retro- 
grade, is in the aggregate, the story of progress. The 
past with its alternations of darlmess and light — of cloud 
and of sunshine — its struggles — its conflicts — :and its tri- 
umphs, is prophetic of a brighter day, of easier conquests, 
of more regular and unimpeded advancement. The ex- 
perience even of the Anglo Saxon race, rich as it is in its 
treasured results, presents us but the types and the 
shadows of the better dispensation, which awaits the 
whole family of man in the years which are to follow. 

It needs but a glance at the history of the past, to re- 
veal to us the value of that inheritance which the men of 
this generation have received from their fathers, wdth an 
injunction to occupy with a becoming thrift — to enjoy 
without consuming — to transmit, enriched by our discov- 



31 

eries, enlarged by our acquisitions, not to our children 
only, but to the whole race of man in all future time. 

Of the exceeding riches of this inheritance it is enough 
to say, that it is made up of the accumulated discoveries 
of the generations which are past — of all the precious re- 
cords of mind, which time has not obliterated — of all that 
distinguishes the civilization and refinement of the Euro- 
pean, from the purest specimen of savageis/n, in this or 
any other age. 

Or if the mind labors with the vain endeavor to take in 
this whole idea, too vast for its comprehension, let us recur 
in detail to the triumphs of intellect in the various fields 
of science and of art. 

Turn we to the laboratory of the chemist — the play 
ground of the elements — the revealer of mysteries hid 
from the foundation of the world ; to the cabinet and the 
museum-^the vast, the varied, the accumulating collect- 
ions, v»^here each subject in the three kingdoms of nature 
is literally finding a local habitation and a name; to the 
labors of the geologist, who with the master key is invit- 
ing us to enter in through every opening door, to inspect 
the great cabinet of nature's own arranging, and to wit- 
ness her works of mystery and power; to the observatory 
of the astronomer, who has introduced us to new worlds 
— new systems — a new universe; to the theatre of the 
anatomist, with its ten thousand demonstrations that man 
is fearfully and wonderfully made, and judge hov/ much 
we know of the fleshly tenement of the immortal spirit, 
and of the physical scheme of things in the midst of 
which we are spending the little day of our earthly trial 
— how much we owe to the past, and how passing rich 
the inheritance of natural science, which the present gen- 
eration will bequeath for the benefit of the species. 



32 

Turn we to the labors of art. Look at the nicely ad- 
justed mechanism — the finished instruments— the untold 
variety and perfection of the apparatus, which have given 
science her power, and are sending her on from conquer- 
ing to conquer. Look again at the astonishing products of 
human invention — the complicated machinery — the pow- 
erful enginery, by which art is in our day, under the 
guiding hand of science, taming the wildest elements of 
the physical world, and converting them into safe and 
obedient instruments of the human will, commanding them 
to do the work of man — ministering in ten thousand forms 
to his ever springing, ever varying v/ants, and multiplying 
in like manner his more refined and elevated enjoyments. 

In the three great classes of our physical wants — food, 
clothing and shelter, v/hat has not art, guided by science, 
already done % How wonderful the contrast between the 
rude and solitary ravin of the hunter state, and the boun- 
teous and social board of cultivated life — between the 
skins of wild beasts, and the vesture of civilization — be- 
tween the wigwam of the savage, and th-e well designed 
and well constructed abode of taste and refinement. 

Look again at the vast and complicated machinery of 
commercial intercourse — the triumphs of science and art 
over difficulties but just now held to be insurmountable, 
subjecting ocean itself to the dominion of steam, encircl- 
ing continents with iron bands — thus bringing into close 
and instantaneous and sympathizing proximity, localities, 
and interests once distant and discordant — not only facil- 
itating the exchange and stimulating the more abundant 
production of physical wealth, but promoting the com- 
merce of mind, the interchange of thought, and conse- 
quently ensuring in our own day, and for the generations 
which are to follow, a more rapid creation of the true 



33 

riches — the treasures of intellect, and the accumulated 
advancement of the race henceforth in the pathway of 
its destiny. 

The pursuit of natural science and its application to 
the arts, thus calls out the energies of the mind, furnishes 
a healthful discipline for its powers, and prompts to an ex- 
tension of its dominion over the elements of the material 
world. 

But this is not all, Man has not been so intent on the 
powers, relations, and possible combinations, of the mate- 
rial elements, so much absorbed in the great end of es- 
tablishing his dominion over them, of converting them all 
into the safe and obedient instruments of his higher nature 
— the sensitive, the intelligent, the spiritual principle with- 
in him, as to neglect that nature — to take no thought of its 
relations, its capabilities, and its destiny— to be ignorant 
on that very point which, of all others within the univer- 
sal scheme of things, most concerns a thinkina: bein^ — to 
be ignorant of himself. 

True, indeed, the philosophy of matter has always been 
in advance of the science of mind — a fact consequent on 
the ever present and conscious relations of the body to 
the world without us — the felt sympathy of our sensitive 
nature with the physical elements, absorbing our interest 
and commanding our attention. 

But after all, it is the effect of a general advancement 
in physical science, to throw the mind back on itself. — 
The disciphne of its powers in reducing to its dominion 
the physical elements, strengthens and animates it for 
fresh conquests in the world of mind. And a thorough 
knowledge of mind prepares us again for a more extend- 
ed dominion over the world without us. 

*3 



34 

The history of philosophy testifies to this mutual and 
friendly relation between the sciences of matter and of 
mind; and in no period have the spiritual tendencies of 
of the race been more observable than in this, stigmatized 
though it has been, as the mechanical, the material, the 
iron age of the world. The science of mind has ceased 
to be regarded as a subject of barren speculation. Its 
practical bearings are felt and acknowledged. The treas- 
ured results of metaphysical inquiry in past ages, since 
the injunction, ''know thyself," first opened to the pu- 
pil and the philosopher a region of mystery and doubt, 
will pass to coming generations, enriched by the contri- 
butions of the present, and distinguished by the sunlight 
which our ow^n gifted intellects are shedding on the 
science of mind. 

But to tarry no longer in the vestibule, let us enter the 
inner temple. The prosecution of physical^ metaphysical 
or mathematical truth derives, after all, its chief value 
from its bearing on, and connection with, the social prin- 
ciple in man. It is the social part of his constitution in 
which is centered mainly the value of an individual, eith- 
er to himself as a sensitive being, or to the universe as 
one of its component parts. 

In all questions relative to human progress, therefore, 
the burden of the enquiry must respect the social ad- 
vancement of man. 

This inquiry presents a two-fold aspect — the^. consider- 
ation of man, first, as a portion of the universal empire of 
God; and secondly, as a political or national society. The 
constitutions and laws which concern him under the for- 
mer aspect, are moral constitutions and laws; those which 
concern him under the latter aspect, are political constitu- 
tions and laws. 



35 

Ask we then the ages what historical report they have 
to bring in, of the progress of those moral arrangements, 
by which God is inviting and enabling man to work out 
the moral regeneration of his species, to prepare himself 
for that spiritual hfe Avhich is to follow his trial here, for 
the service, the society, and the felicity, of that glorious 
inner temple, to which this physical scene, with its thou- 
sands of revealed and still hidden mysteries, is but the 
court and the vestibule. 

They point us, in reply, to the schools of the philoso- 
phers, those earth-born laboratories of ethical truth, to 
the constitutions o( the Hebrews, divine in their original, 
and to the more glorious and efficacious arrangements of 
the Christian dispensation, remedial in its nature, and 
adapted with a divine precision to the moral diseases of 
man. And under this latter dispensation, in further ex- 
emplification of the law of progress, they point us to the 
canons of the Fathers, to the reformations of Germany 
and England, to the dissent of the Puritans, to the rock 
of Plymouth, to the thousand clustering institutions and 
associations of this latter day, subsidiary to the instruc- 
tions of the pulpit and the labors of the evangehst — all 
intended, and becoming more and more adapted, to ren- 
der the prevalence of the Christian faith as universal, as 
its spirit is intelligent, and rational, and catholic, and be- 
nign. They exhibit, in strong contrast, the moral dark- 
ness which enveloped our pagan ancestry, with the sun- 
light w^hich rests on the more favored portions of the 
Christian world, enabling the behever with a briarht- 
ening faith, and with a growing knowledge of his mani- 
fold duties and high destiny, to discover and to pursue the 
pathway which leads to the companionship of angelic na- 
tures in his spiritual home. 



36 

Ask we too the ages what they have done to develop© 
tiie true theory of political organization^ to improve the 
mechanism of the social system, to impart practical wis- 
dom to its ministrations, in order that the State may dis* 
charge its high duty to the citizen, for whose sake it ex- 
ists, and v/hose allegiance it claims. They point us, in 
reply, to the council of the Amphyctions, to the laws of 
Lycurgus and of Solon, to the tables of the Roman law- 
givers, to the body of the civil law, to Magna Charta, to 
the Bill of Rights, and to the American Constitutions — - 
those precious records of mind,- which stand up as pillared 
inscriptions in the shadowy past, along the lengthened 
line of civil progress. They exhibit in contrast the wild 
war of anarchy, with the beneficent reign of social order 
— the unmitigated despotism of the earlier goverments, 
with the checks and balances of the constiutional mon- 
archies of the day — the wild, unformed democracies of 
the past, those first experiments of young freedom, with 
tlie written constitutions, the perfect action, of the modern 
representative republicSi 

How manifest is it, then, that the age in which we hve 
is an age of results, the causes of which lie far back in 
the tide of time. Each age has, in its turn, been the 
depositary of the treasures of the past— each generation, 
for its period, the representative of the species, and if 
faithful to its trust, has turned over to the future the orig- 
inal deposit, increased by its own goodly gains — the re- 
sults of its own thrifty occupation and enjoyment. 

Taking our position on this stand point, commanding the 
ages behind us and before us, how- manifest, how unspeak- 
able our obligations to the past; how obvious, how imper- 
ative our duties to the present; how magnificent, in the 
eye of reason, is the destiny of the future. 



37 

We of the "glorious 19th,-' surveying the great Babylon 
which we have built, by the might of our power, for the 
honor of oilj^ majesty, forget in our pride that we are 
building on the firm foundations of the past, that we are 
but conveying to their destined places in the structures of 
the day, almost without the sound of the hammer, stones 
hewn on the mountains in times perhaps long gone by.— 
Take from us the materials and the instructions of the 
fathers, and what are ice? — our kingdom departed — our 
understanding gone — our bodies unclothed and unshelter- 
ed, wet with the dews of heaven. What do we not owe 
to the past 1 How rich the inheritance which has come 
down to us from the fathers — ^^hovv^ passing rich the gar- 
nered harvests, the treasured wealth, the successive con- 
tribuiions of the ages. All that we have and all that we 
are, is the product of the teeming, the mighty, the gen- 
erous past. 

What then are the DUTIES which devolve on the 
present generation, as the heir of this inheritance, the de- 
positary of this treasure \ Surely not to squander it in 
thriftless enjoyment. From the species we have receiv- 
ed it, and to the species we are bound by the most sol- 
emn of all obligations, to return it, appi'eciated by our 
cultivation, and greatly enriched by our contributions. 
The voice of the rising generations — the voice of our suc- 
cessors is abeady in our ears. It is the voice of author 
ity. It speaks not for our children only, but for the race 
of man in all coming time. Its language to us is, ''Be 
faithful to your trust, occupy till I come, that I may re- 
ceive mme own with usury — see to it that you let not 
your day on earth be lost to human progress. 

Let us keep our minds open to the greatness of our ob- 
ligations — sfird ourselves to the task before us — do what- 



soever our hands find to do with our might, that we may 
at last commit the works which follow us, with a just 
pride, to the scrutinizing judgement of posterity. Let the 
judgement of that tribunal be, ''Well done, good and 
faithful" 

And here we meet the practical question — how shall we 
- — the men of this generation, discharge the acknowledged 
duties, the felt obligations we owe to the race 1 How is 
it that the acquisitions of this age shall be made the prop- 
erty of man — that the wealth of this generation shall go 
to swell, with its golden contributions, the inheritance we 
have received from the fathers, and which we are bound 
to transmit to posterity 1 I answer,-— first, by preserving 
the literature of the past, and by placing on record in the 
literature of the present, to be read in all coming time, the 
discoveries, the inventions, the reasonings, the achiev- 
ments of the gifted intellects of the age; — ^but secondly 
and mainly, by the direct instruction of the rising gen- 
eration — ^l3y the liberal culture of the young minds, the 
gifted intellects, the future men v/ho will stand in our foot- 
steps when we shall have gone to our reward. It is by the 
education of the young mind that we of this generation are 
to discharge our duty to man. It is by the educational 
process that each past generation has contributed, more 
or less faithfully and honorably, to the advancement of 
our common humanity. It is by the educational process, 
that each successive generation, the pupil of the past, the 
instructor of the future, shall constitute itself in its turn 
a co-worker with God, in the end for which God works, 
the perfecting of his intelligent creation. So true is it, 
that the cause of God in this world, is none other than 
the cause of man. 

The revolutions of time have at length placed the des- 



imy of the race in our hands. If we feel duly and ra- 
tionally the dread responsibility resting upon us, if we 
would discharge our obligations to the species, and be- 
come, in our turn, its benefactors, we shall tell to our sons 
more than the fathers told us. We shall educate the ris* 
ing generation, nothing doubting that the voice of our in- 
structions, reverberating from generation to generation) 
shall be heard by our latest posterity; we shall enrich the 
chosen minds which are opening a,bout us, with the treas- 
ures of knowledge, with the full confidence that the 
wealth we transmit will be the inheritance, not of our 
children only, but of man, throughout the ages which are 
to follow. 

And here I need hardly say, that the UxNiversity of 
modern times, acting in unison with the other public 
schools of the civil State, is the appointed instrumentality 
by which this instruction is to be renderedt The Univer= 
sity is the depositary and the -almoner of the intellectual 
treasures of the age^^of the inheritance of the past, and 
the acquisitions of the present— treasures which increase 
by the very process of communication — treasures which 
must ever continue to accumulate by universal dissemina- 
tion, provided the civil State shall awake to the full meas- 
ure of her responsibilities — shall assume the support of 
this instrumentality — shall sustain it in vigorous action, 
and adapt its capabilities to the progressive educational 
demands of society — provided the University be enabled 
by its public endowments, to open its doors wide to every 
son of the Republic^ and through its Faculties of " Sci- 
ence, Literature and Arts," and of the " Theory and 
Practice of Elementary Instruction," so to inform and to 
disciphne those who enter in, that they may become, in 
their turn, tlie exemplars and the instructors of the uni- 



40 

versal mind — may bear to the household of every citizen, 
the means and opportunity of Hberal culture, and thus in- 
sure a higher civihzation than the world has yet seen. 

It is a great fact, auspicious of good to man, and itself 
a distinct way mark in the line of human progress, that 
it is even now a prevailing sentiment, that it is the proper 
business of the civil State, and its bounden duty, to pro- 
vide an instructional system for the general culture of the 
popular mind. 

This great idea has forced itself on the potentates of 
northern Germany. They have yielded to its power, and 
are laboring to save the wreck of absolutism, now drifting 
on the tide of opinion, by anchoring the monarchy deep 
in the affections of the people, by making it the centre of 
educational influence — the dispenser of intellectual light 
and heat to every neighborhood and hamlet within their 
borders. 

The Prussian system reahzes this policy, by making 
every intellectual and moral guide of the popular mind an 
officer of the central government, commissioned to dem- 
onstrate, as the almoner of the royal bounty, that the 
monarchy is the most paternal and beneficent of human 
governments. But notvvithstanding this insiduous attempt 
to attract to itself the intellect of the State, such is the 
force of popular culture under any form or guise, that 
the days of the monarchy are numbered, and northern 
Germany is fast preparing for the safe advent of free in- 
stitutions. 

France has so far profited by her system of public in- 
struction, under the late constitutional monarchy, that the 
bloody scenes of "92 have not been re-enacted. The 
monarchy has gone quietly out — the star of Napoleon is 



JWaA, i 



41 

again in the ascendant — soon to pale, in the dawning of a 
more perfect day of freedom than France has yet seen. 

The condition of the degraded tenantry of Ireland, the 
rapid deterioration of the yeomanry of England, and the 
peasantry of Scotland, the dead weight of pauperism, and 
tlie statistics of intemperance and crime, are now forcing 
on the British mind the necessity of devising, and putting 
into speedy operation at the expense of the state, a sys- 
tem of universal popular instruction, as the only practical 
compensation for the evils which follow inevitably in the 
train of their existing system of land tenures — evils which 
have culminated in Ireland, by crushing the tenantry, and 
and at the same time rendering the the tenure worthless 
to the landlord. Nothing short of the practical adoption 
of the maxim, that the property of the realm is held sub. 
ject to the sacred trust of educating every child of the 
state, can save the property and the institutions of the 
United Kingdom, from a violent social revolution. 

Nothing short of the universal culture of the popular 
mind, can save from dissolution the great fabric of Euro- 
pean civilization — can save to man the expenditure of per- 
haps centuries of effort to reconstruct out of its scattered 
fragments, another fabric, doomed again to disappoint the 
hopes of the philanthropist, if it do not embody the great 
conservative element of universal education — of popular 
intelligence and virtue. 

But if I mistake not the signs of the times, and the ge- 
nius and the character of our people, it is on American 
soil, that the three-fold problem, what free institutions can 
do for education, and what education can do for free in- 
stitutions, and what both can do for human progress, is 
destined to be most successfully and most gloriously illus- 



42 

trated. Wherever in our country the principle of fre^ 
schools has been directly submitted to the test of a popu- 
lar vote, it has been carried triumphantly through. The 
American mind has grasped the idea, and will not let it 
go, that the whole property of the state, whether in com^ 
mon or in severalty, is holden subject to the sacred trust 
of providing for the education of every child of the state- 
Without the adoption of this system, as the most po- 
tent compensation of the aristocratic tendencies of her- 
editary wealth, the boasted political equality of which we 
dream, is but a pleasing illusion. Knowledge is the great 
ieveler. It is the true democracy. It levels up-— it does 
not level down. 

By a wise foresight, the national Legislature has en- 
abled the younger members of our confederacy, to give 
early force and effect to this great American sentiment, 
by ample grants of public lands, to be administered by the 
states in which they lie, in trust for educational uses. 

That portion of this truly paternal bounty which has 
created the interest of the present occasion, is the grant 
of seventy-two sections of choice lands, for the founda- 
tion and support of a University in each of the new states. 

Wisconsin has accepted the grant, located the lands, 
and assumed the trust. 

It is the sacred duty of Wisconsin, as the guardian of 
this great interest, so to preserve and to administer these 
lands, that at the earliest practicable period their entire 
VALUE may be realized. Every act of waste committed 
on these lands, every sale of any acre for less than its full 
value, under whatever guise it may take place, is in fraud 
of the general government, the donor of the fund, in 
fraud of the substantial interests of the young mind of 



43 

the commonwealth, and what is more than all, in fraud of 
that progressive civihzation which alone can reahze the 
hope and accomplish the proper destiny of man in this 
world. 

It is the sacred duty of Wisconsin to preserve the 
PRINCIPAL of this fund inviolate forever, and so to 
invest it that it may yield the largest increase compatible 
•with safety, and with ease and economy of collection. 

Money was styled by Tacitus the nerves of war, be- 
cause money can buy the skill which comm.ands, the dis- 
cipline which obeys, the courage which defies, the forti- 
tude which endures, v^^ith '' the pride, the pomp and cir- 
cumstance'' which have heen falsely held to make ambition 
virtue. 

Money may with equal propriety be termed the nerves 
of learning, because money can command the books which 
record the thought of the past and the present, the appar- 
atus which is essential to extensive, accurate, and success- 
ful research, and v/hat is more than all, the talent and the 
character of the living instructor. 

It is the further duty of Wisconsin to provide an able, 
faithfal and responsible Regency, charged with the appli- 
cation of the annual increase of this fund to the great 
purpose of the trust. 

Such Regency has been created, and the seats in the 
board have been filled. And I deem it not improper to 
say, even in this presence, that the delicate and responsi- 
ble duty of selection has been discharged with perfect 
discrimination and judgement, Wisconsin has abundant 
reason to repose entire confidence in the wisdom, the 
fidelity, and the energy of our University Council, and to 
concede to it all that permanence and freedom, which is 



44 

consistent with a just responsibility on the one hand, and 
essential on the other, to the intelligent, systematic, and 
successful performance of the sacred duties of their un- 
speakably important trust. 

All these things done, the obligations of Wisconsin are 
discharged, and the responsibilities of the Regency begin. 

In laying broad and deep the foundations of the Uni- 
versity of Wisconsin, the Board have deemed it their first 
duty to elect a Chancellor, and to avail themselves of the 
benefit of his professional skill and experience. That the 
choice of this honorable body, constituted as it is, should 
have fallen where it has fallen, demands my most pro- 
found and most grateful acknovv^legements — it demands a 
course of official service which shall justify that choice, 
it requires that I shall assume the responsibilities of the 
station with a spirit of entire self-sacrifice — that, in apos- 
tolic phrase, I should ^'know nothing among you" save 
the University of Wisconsin in all its essential interests. 

In accepting, Gentlemen of the Board, the office freely 
tendered, I have placed my personal and professio/ial 
character, to some extent, in your keeping. It is one of 
the most delicate trusts which man can repose in man. — 
It is a trust too, gentlemen, which in its discharge will try 
you, far more than it can try me. That you will come 
out of this trial with honor bright, with your character 
as Christian gentlemen unsullied, it is my happiness to be 
most perfectly assured. 

As the duly constituted Regency of the University of 
Wisconsin, I need hardly announce it as our leading 
DUTY in the administration of the annual income of the 
institution, to practice a sound and discriminating eco- 

NOMY. 



45 

In the use of the term economy, I shall not be under- 
stood to recommend that penny wisdom, which would 
grudge any good to the Institution, on the sordid ground 
that it costs money. The money is performing its proper 
office then and then only, when it moves freely to the ac- 
comphshment of the great uses of the trust. But it will 
not be forgotten that in a complex interest, Mke that which 
we are called upon to administer, these uses will be vari- 
ous and importunate. Rival claims for appropriation will 
be constantly springing up, which in their adjustment will 
call for examination, for judgement, and in the weighty 
language of Locke, for that " large, sound, roundabout 
sense, w^hich views the whole ground." 

The caution I am now suggesting is, then, that a just 
economy requires of us to push no one class of appropri- 
ations so far as to cripple our resources, and to take from 
our means of providing proportionately for other instru- 
mentalities, without whose concurrent action the great 
and valuable ends of the trust cannot be realized. 

The legitimate objects of university expenditure may 
be distributed into three classes; — first, the buildings and 
grounds, constituting the real estate of the Institution; — 
secondly, library, apparatus, and collections in the various 
departments of science and art, constituting what may be 
called the fixed capital, the machinery of education; — and 
thirdly, the living instruction — the intellectual labor of an 
able and accomplished Faculty — that agency which gives 
direction, and force, and value, to all other educational 
combinations. 

To mistake then, as many literary incorporations in our 
land have done, and as the superficial observer is prone to 
do, the edifice for the University — the shell for the kernel ; 
to erect costly structures; to incur a debt which shall eat 



46 

up the income of years, leaving little for the machinery 
of education, and still less for the living instructor, v^rould 
be as far in us, as it has been in others, from realizing any 
just conception of a sound and discriminating economy. 

In our structures, the first study should be to adapt the 
physical to the intellectual- — the material to the spiritual — 
the temple to the worship which is to be maintained with- 
in. And then, we should hand over to the accomplished 
architect the task of demonstrating, that the most unex- 
ceptionable taste is entirely compatible with an uncom- 
promising utility, and a sound and discriminating economy. 

Having provided those buildings and those only which 
may be needful to the earlier uses of the University, 
leaving subsequent structures to the occasions and the pe- 
riods which may demand them, it is our business to pro- 
ceed v/ith resources unexhausted to the foundation of a 
library, which by the accumulations of this and of success- 
ive generations, shall aim to embody all that is worth pre- 
serving of the literature of every country and of every 
age — the recorded thought of human mind-^the recorded 
experience of human society. 

We should provide, as rapidly as our occasions may de- 
mand and our means permit, ample sets of finished appar- 
atus, for illustration and analysis in Chemistry and Exper- 
imental Philosophy, and for the extension and diffusion of 
Astronomical knowledge among men. 

We should further provide suitable depositories for ex- 
tensive collections in the various departments of the science 
of observation. There should be found entire suits ol 
well selected specimens in Mineralogy and Geology, in 
the Natural History of Plants and Animals, and prepara- 
tions needful and suitable to demonstrations in Anatomy 



47 

and Human Physiology, and well selected models illustra- 
tive of the useful and the fine arts. 

These are the hterary and scientific appointments which 
together make up the fixed capital — the wealth, of the 
seminary of learning. It is in these appointments more 
than in aught else, that the superior advantages of our 
time honored institutions are realized. In these are cen- 
tered the attractions which draw to our older seats of 
science, the scholar and the man of thought. It is by the 
accumulation of these items of educational wealth, lar 
more than by architectural adornings, however costly, 
that the University of Wisconsin is to acquire considera- 
tion, and weight, and character among the Colleges and 
Universities of our land. 

But while erecting the needful structures, and accumu- 
lating ail the appliances of which I have just spoken, we 
should, as the Regency of the Institution, keep it steadily 
in mind, that needful and important as these two classes 
of objects are conceded to be, they derive their practical 
value mainly from the aid they render to the living in- 
structor. The great truth must be distinctly apprehended, 
and control our entire action, that the substance of an in- 
stitution of learning consists in the living instruction it is 
prepared to render. All else is subsidiary, and valuable 
precisely because it is subsidiary, to the hving instructor, 

A sound and discriminating economy, therefore, de- 
mands of us that we should separate from other uses, 
however importunately they may urge their claims, a 
fund sufficient for the ample endowment of the several 
chairs of instruction which the educational wants of the 
community may require. 

If these endowments shall be sacredly guarded, if they 



48 

shall be made to assume before the literary public the char- 
acter of liberality and permanence, we shall save ourselves 
from the necessity of nursing the University of Wiscon- 
sin through a long and dubious infancy. She will be able 
by filling her chairs with talent and character, in the es- 
sential element of Hving instruction, to place herself, in 
the beginning, side by side with the older institutions of 
our land — many of which, through fault of early economy 
have been obliged, by long crying and stout begging, to 
work themselves up, if at all, into a late maturity, and into 
respectability and consideration among men. I indulge in 
no poetic fancy when I say, that the University of Wis- 
consin may start, Minerva like, into mature existence, 
clad in her hterary panoply, and prepared to gather lau- 
rels on the intellectual field, where the end of the keen 
encounter is, not to desolate and destroy, but to discipline, 
to elevate, to strengthen and to bless. 

Such being the relative position of the hving instruction- 
al agency in the organism of education, we cannot ap- 
proach the exercise of the delicate power of appointment 
with too much care, or with too much firmness of pur- 
pose to do that and that only, which shall contribute in 
the highest degree to the usefulness and the credit of 
the University, and to the cause of good learning and 
sound science in our State. And while I would by no 
means discourage that competition for places which may 
present to the Board a wide range of choice, it is not to 
be forgotten for a moment, that dignity, and interest, and 
duty, require of us, that the appointment, when made, 
should be conferred on merit, and not conceded to impor- 
tunity, whether of the candidate himself, or of those who 
may be more interested in the preferment of a friend, than 
in the success of the Institution. 

The Professor should be a man of native vigor, of 



49 

sound scholarship, of varied attainment, of devotion to his 
especial department, of aptitude to impart instruction, of 
fidelity to his associates and to the common cause, of 
strength of purpose united "vs!:ith a conciliating demeanon 
Superadded to all these, he should have the physical ability 
and the v\^ill to labor. He should know men and things, 
as well as books. He should be a man of the world, in 
an unexceptionable sense of the term. As a subject of 
God's moral government, his life should be regulated by 
the Christian ethics, he should be unshaken in the Chris- 
tian faith, should drink deep of the Christian spirit, and 
be animated by the Christian hope. His good will to 
man should enlist his sympathies in every struggle foi* 
human right, and should inspire an abiding confidence that 
the progressive civilization of his species can only ter- 
minate in the predicted glories of the latter day. — 
An American heart should beat high in his bosom, and 
yet his patriotism should ever be chastened by a control- 
ing philanthropy. With a profound reverence for the 
great names which distinguish the heroic age of his coun- 
try, his mind should be none the less open to the teach- 
ings of experience, and to the progressive adjustment of 
the civil institutions established by these fathers of the 
Republic. They were men of progress in their day, and 
if we are stationary in ours, we cease to be like them-^ 
we cease to honor them. 

Having found such a candidate for a chair of instruction, 
fehall we require of him to lay down his independence as 
the price of his preferment ] Shall we impose on him a 
religious or a political testt Shall we demand of him a 
subscription to the platform of some convention or con- 
vocation, as if their concurrent vote could make truth 
more true, or error less false 1 Shall we ask him to sub- 
mit his reason to the dictate of mere authority? God 

4* 



50 

forbid. It is enough for us as the appointing power, that 
in his high vocation, he is too profoundly Christian, to be 
sectarian— that he is too intensely American, to be parti- 
zan. 

To a Faculty thus chosen, we need not hesitate to turn 
over the responsibility of shaping the internal policy, and 
of administering the immediate government of the Uni- 
versity. The instruction and discipline of the Institution 
is their especial trust, with which a wise Regency will not 
intermeddle by naked acts of power. Without the clear- 
est necessity, the power should never be invoked to pass 
the line v^^hich, limits the mutual responsibihties of the Re- 
gency and the Faculty. 

A statement of my views in reference to the course of 
instruction, and the mternal policy and discipline best 
adapted to the liberal culture of the American youth, I 
reserve to some future day,, I trust not distant, when we 
shall have erected, on yonder beautiful eminence, our 
temple of science, and shall dedicate it to truth, and to rea-. 
son, and to the great cause of progressive civilization. 

One suggestion more, and I have done. It is this. — 
Most collegiate institutions in our land, limit their action 
to the single object of providing for the liberal education 
of those young men who enter upon the prescribed course 
of study and pursue it through to graduation. 

The University of Wisconsin will in like manner open 
its doors, at a very moderate charge, to those young men 
of the State, and of other States, who aspire, through the 
advantages of a liberal education, to eminence and con-, 
sideration among men. 

But this is not all. The University of Wisconsin has 
an additional function to discharge, another destiny to ac- 



51 

complish. It purposes, through its Faculty of the Theo-, 
ly and Practice of Public Instruction, to do for the great 
cause of popular education in the State, what the Normal 
Schools of other States have attempted to do only partial- 
ly, and that at considerable charge on the income of the 
school fund. The University will invite those young men, 
who intend to do the State service in her public schools, 
to come up to its halls, and to avail themselves of the in- 
structions of its Normal Department, in all that may be 
regarded as professional in the theory and practice of 
teaching. 

The University will do more. It will enroll the Teach- 
er among its members, it will give him, in connection with 
the regular classes, free access to the instructions of the 
Faculty of Arts — in the analysis and structure of the 
English Language — in Elocution — in the Philosophy of 
Mind — in Ethical and Political Science. It will open to 
him the laboratory and the cabinet. It will invite him to 
the use of books and apparatus. It will give him a part in 
the pubKc exercises of Commencement, and will extend 
to him, if approved on examination, an appropriate Diplo- 
ma by the hand of the Chancellor. All these educational 
advantages and muniments, far transcending the scope of 
the Normal Schools of other States, the University will 
be prepared to offer to the Teacher without money and 
without price. 

The State acknowledges a vital interest in the intelli- 
gence of her citizens, and it is with a high policy that she 
offers, through her University, gratuitous instruction to the 
intellectual educator of the popular mind. 

The State too acknowledges a vital interest in the vir- 
tue of her citizens, and with the same high policy will 
offer, through her University, gratuitous instruction to 



52 

every young man who intends to prepare himself, by sub* 
sequent theological study, to become the moral educator 
of the popular mind. 

It is thus that oui* State University, by making the pub- 
lic school and the pulpit the almoners of its intellectual and 
moral wealth, may cause its benign action to be felt and 
acknowledged in every neighborhood and every parish in 
the Commonwealth. And thus Wisconsin may have the 
honor of solving for herself and for man, the great problem 
of the best educational organism for improving, informing 
and purifying the common mind — a problem whose solu- 
tion has, for a series of years, mocked the experience, and 
eluded the analysis of the gifted minds of other states — a 
problem on which depends, more than on aught else, the 
progressive civihzation of mankind. 

And who among us, my fellow countrymen, is not 
proud to know, that the accents which are destined hence- 
forth to instruct mankind, are the accents of his own 
mother tongue — that the noble language which could 
alone illustrate the thought of Burke and of Channing, is 
to be the language of the civilization of the latter day — 
that the life blood of that higher and still higher civiliza-' 
tion is to be blood of the Anglo Saxon — enriched, it may 
be, from the veins of Celt, Teuton and Scandinavian. 

And where, I ask, on the surface of our globe, is the 
civilization of this leading race to find an opening to a 
more glorious developement than here, on the genial soil 
of Wisconsm '\ 

And where, I ask again, if Wisconsin shall be true to 
her capabilities, is the mighty heart of this civilization to 
beat, if not here in the bosom of this Institution, now 
struggling into existence, about to send through its appro- 



53 

priate arteries, the pulpit and the school, those life giving 
pulsations of virtue and intelligence, w^hich shall be felt in 
the remotest extremities of the social system. 

It is in reference to these great ends, so honorable to 
this commonwealth, and so auspicious to mankind, that 
the University of Wisconsin asks for the fostering care of 
the constituted authorities of the State, and will soon in- 
vite the candid attention of the public to its claims for gen- 
eral patronage and support. And if this State Univerity 
be the chosen instrumentality by Vv^hich Wisconsin shall 
discharge her duty to man, then shall it indeed accom- 
plish a glorious destiny, by ministering, in no humble de- 
gree, to the advancement of the cause of God in this 
world, which is none other than the cause of human intel- 
ligence and virtue — the great cause of an ever progress- 
ive civilization. 



SECOND ANNUAL REPORT 



BOAM OF MGEITS 



UNIVERSITY OF WISCONSIN. 



JANUABY 16, 18S0. 



REPORT. 



University of Wisconsin, i 
January 16, 1850. ) 
To the Legislature of the State of Wisconsin: 

The Board of Regents, in obedience to the provisions 
of the 14th section of the charter of the University, make 
this their Second Annual Report: 

With a profound sense of the importance of the pubhc 
interest committed to their care, and with an abiding de- 
sire to render their administration of it productive of uni- 
versal and lasting benefit to the people of Wisconsin, the 
Regents, deeming it sound policy, as vsrell as manifest duty, 
at their first meeting, October 17, 1848, proceeded to the 
election of a Chancellor, in order that they might have, 
from the beginning, the aid of professional skill and ex- 
perience in all their councils. The proceedings of the 
Board in this behalf were reported to the last Legislature 
and approved. 

The Chancellor elect, in the month of March, 1849, 
signified his acceptance of the office tendered to him, to 
take effect on the 1st of October following — during which 
month he arrived in Madison, and has since been constant- 
ly pnd actively employed in the discharge of the duties 
of his position as the legally constituted President of the 
Board and head of the University, 

In shaping the measures preliminary to the full organi- 



58 

sktion and mature action of a State Institution of learn- 
■ing of the highest grade, the attention of the Board has 
been drawn to the following topics, and they submit their 
action and their reflections thereupon to the notice and 
consideration of the Legislature. 

1-, THE TJNIVESISITY SITE. 

The eminence one mile west of the capitol, heretofore 
known as "College Hill," was selected by the Board at 
their stated meeting, January, 1849, as the most eligible 
location for the University buildings. The choice of the 
Regents was duly reported, and received the legislative 
sanction. 

The Board have perfected their title to the quarter sec- 
tion mentioned in their last report, as offered to them by 
the agent of Hon. Aaron Vanderpool, of the city of 
New York. As the whole University site was not inclu- 
ded within the metes and bounds of that quarter section, 
the necessary additional purchases have been made. 

The site comprises about fifty acres, bounded north by 
Fourth Lake, east by a street to be opened at right an- 
gles with King street, south by Mineral Point Road, and 
west by a carriage way from said road to the Lake. 

A portion of the residue of the tract purchased by the 
Board has been surveyed and laid out in streets and town 
lots. It is believed that the proceeds of the sales of these 
lots will prove an ample reimbursement of the purchase 
money for the whole tract. 

2. ISVSI.1DINGS. 

At a special meeting of the Regents, in November last, 
the Chancellor and Messrs Mills snd Dean were appointed 
a building committee, whose standing duty it should be to 



pjTotect and lay out the grounds, to superintend such erec- 
tions and improvements as should be ordered from time 
to time, and to make report of their doings to the Boardi 
The committee were also specially directed to report to 
the Board, at their annual meeting, January 15th, 1850, 
a plan and estimates for University edifices, and other 
improvements of the University site. 

The committee, after due deliberation, fixed upon the 
follov^'ing plan, v^hich they reported to the Board at the 
January meeting, namely: 

1. A main edifice, fronting towards the capitol, three 
stores high, surmounted by an observatory for astronom- 
ical observations; said building to be one hundred and 
forty feet in length, with an extreme depth of sixty feet, 
containing thirteen public rooms for recitation, lecture, li- 
brary, cabinet, &c., and also two dwelhng houses for 
officers of the Institution. 

2. An avenue, two hundred and forty feet wide, extend- 
ing from the main edifice to the east line of the grounds 
and bordered by double rows of trees. 

3. Four dormitory building, two on each side of the 
above mentioned avenue, lower down the hill, on a line 
fronting towards the town, each building to be four sto- 
ries high, 110 feet in length and forty feet in breadth, con- 
taining thirty-two studies for the use of students, each 
study having two bed-rooms and a wood room attached. 
Assigning two students to each room or study, the plan 
when completed will accomodate two hundred and fifty- 
six. 

4. Two carriage ways, fifty feet wide, bordered with 
trees — one flanking each of the extreme dormitory build- 
ings, and both parallel to the wide avenue. 



60 

5. The spaces between the north carriage way and the 
Lake, and the south carriage way and Mineral Point road, 
to be divided into Professors' lots, and to be improved as 
the Board may hereafter direct. 

In providing the necessary drawings, estimates and spe- 
cifications for the use of the Board, the committee were 
so fortunate as to be able to avail themselves of the 
services of J. F. Rague, Esq., an accomphshed Architect 
in the City of Milwaukee. 

The whole plan, as described above, and as represented 
by the drawings of Mr. Rague, according to the estimates 
of the architect, will cost $70,000, nearly. 

The plan as reported was unanimously adopted by the 
Board of Regents, subject to the approval of the Legis- 
lature, according to the proviso in the 12th section of the 
Charter of the University. In order to a more perfect 
understanding of the plan, the drawings of the architect 
are herewith transmitted for the inspection of the Legis- 
lature. 

3. TIME OF EESECTION &¥ EBSFSCES. 

It will be observed that the plan admits of progressive 
execution. The edifices first called for, and indeed indis- 
pensable to a sucessful opening of the Collegiate and Nor- 
mal Departments, are the two innermost dormitory build- 
ings. The Board regard it as highly important that pro- 
vision be made for the construction of both — certainly of 
one — during the coming summer. The erection of the 
main edifice maybe deferred for a year or two; and the 
residue for several years, or until they can be built out of 
the surplus income of the Institution, after providing for 
the current expenditures. 

In order to provide for the wants of the collegiate stu- 



6i 

(ients as well as for the teachers' classes, it is deemed im- 
portant to proceed thus early to the erection of the two 
dormitory buildings. To enable the Board to accomplish 
this very desirable object, it will be necessary to anticipate 
the income to be derived from the sales of the University 
lands, to a limited extent. 

Although a portion of these lands will come into mar- 
ket this year, and the interest is to be paid in advance, it 
is not to be presumed that sufficient income will be realiz- 
ed to enable the Board to proceed to the erection of these 
needful structures without the aid of a loan. 

In accordance with the view of the subject here pre- 
sented, the Board would respectfully ask the Legislature 
to empower them to borrow ^25,000 of the principal of 
the school fund — the interest to be paid punctually out of 
the income of the University fund, and the principal with-' 
in a specified term of years. 

So far as the school fund is concerned, this loan will be 
an investment of the most unexceptionable character. — 
It is entirely safe; and as the income of the University 
fund is paid into the State Treasury, the payment of the 
interest on the investment is simply a transfer by the treas- 
urer, of money already in possession, from one fund to 
the other. At the same time, by this investment, the 
University will be enabled at an earlier day to begin to 
discharge its proper functions in aid of the public schools 
of the State. As the policy of the proposed loan was 
placed in a strong light in the annual message of the 
Governor, the Board make the application with great 
confidence that it will meet with the favor of the Legisla- 
ture. 



62 

4. ORGANISATION OF THE COi:.E»E«flATE AW© 
KOISMAIi BEPAKTMENTS 

The ninth section of the Charter provides that the Uni-. 
yersity shall consist of four Departments, as follows: 

1. The Department of Science, Literature, and Arts. 

2. The Department of Law. 

3. The Department of Medicine. 

4. The Department of the Theory and Practice of Ele-. 
xnentary Instruction. 

The Board deem it their manifest duty to provide for 
the opening of the first and fourth of the above Depart-, 
ments at as early a day as the finances of the institution 
will permit. The educational wants of Wisconsin de- 
mand it, and with the appropriate legislative action, these 
wants may be promptly met and adequately provided for. 

At their special meeting in November, the Board took, 
the first step towards the opening of these Departments, 
by the passage of an ordinance setting forth the plan of' 
organization of the Faculties of Science, Literature and 
Arts, and of the Theory and Practice of Elementary In-, 
struction, of which the subjoined extract from the record 
is a true copy : 

AN ORDINANCE providing for the organization of the Departments of "Sci- 
ence, Literature, and Arts," and of the "Theory and Practice of Elemen- 
tary Instruction." 

The Regents of the University of Wisconsin do ordain as 
follows: 

1. That there be hereby constituted, in said University, 
a Professorship of* Ethics, Civil Polity, and Political Eco-. 
nomy;" and that it be the duty of the chair to render instruc- 
tion in Theoretic and Practical Morality, in the Science of 
Government, in International and Constitutional Law, and 
in the laws regulating the Production, Distribution, Ex-. 
change, and Consumption of material Wealth, and to in-i. 



63 

cuicate such knowledge and discipline as may be calcula-^. 
ted to prepare liberally educated young men to become 
good and useful citizens of the republic. The duties of 
this chair will be discharged by the Chancellor of the 
University. 

2. That there be hereby constituted a professorship of 
Mental Philosophy, Logic, Rhetoric, and EngHsh Liter- 
ature; and that it be the duty of the chair, in its in- 
structions, to treat of the powers and capabilities of the 
human mind, the modes in which knowledge is acquired 
and communicated,, the use of language in convincing and 
persuading men, with a special adaptation of the whole 
to the structure and capabilities of the EngHsh language. 
The duties of this chair will be discharged by the Normal 
Professor. 

3. That there be hereby constituted a Professorship 
■of Ancient Languages and Literature; and that it be 
the duty of the chair to render thorough and critical in- 
struction in the Classical and Oriental Languages — those 
ancient forms of human intercourse which have bequeath- 
ed to us the elements of our native tongue — to develope 
the philosophy of language, and to unfold the history and 
the theory of a civihzation which has passed away, but 
has left an abiding impression on huma.n society. 

4. That there be hereby constituted, a Professorship 
of Modern Languages and Literature; and that it be the 
duty of the chair to render stated instruction in German 
and French, to the regular classes, and occasional instruc- 
tion in other modern languages, as classes may be formed; 
to make the acquisition of German and French tributary 
to the better understanding of the elements of the Eng- 
lish tongue; and to render such assistance in the Depart- 
ment of Ancient Languages, as the Chancellor may deem 
expedient. 



64 

5. That there be hereby constituted, a Professorship 
'■of Mathematics, Natural Philosophy, and Astronomy: and 
that it be the duty of the chair to render instruction in 
the pure and mixed Mathematics, in Civil Engineering, 
Practical surveying, and other field operations, in experi- 
mental Philosophy, and the use of apparatus, and in The- 
oretic and Practical Astronomy. 

6. That there be hereby constituted, a Professorship of 
Chemistry and Natural History; and that it be the duty 
of the chair to render courses of instruction in Chemistry 
■and its applications, in Mineralogy, Geology, the Natural 
History of plants and animals, and human Physiology. — 
It shall be the further duty of the Professor to superin- 
tend the collections, in the various branches of physical 
science, and to make and publish meteorological observa- 
tions. 

7. That the Chancellor, and Professors of the forego* 
ing branches of instruction, together with the Tutor, of 
the Preparatory School, and other Tutors, if more be 
quisite, constitute the Faculty of "Science, Literature^ 
and Arts;" and that it be the duty of the Chancellor to 
equalize the burthen of instruction, and to adjust the 
"claims of the several Departments. 

The Regents of the Univer'sitj/ do /mother ordain: 

1. That there be hereby established a Normal Profes- 
sorship; and that it be the duty of the chair to render 
instruction in the art of teaching, comprising the most 
approved modes of inculcating knowledge and administer- 
ing the discipline of the common school; and in such 
branches of study as may best prepare the pupils in this 
Department, for their honorable and useful vocation as 
educators of the popular mind. 



66 

■2. That the Chancellor and the Normal Professor con- 
stitute the Faculty of the '' Theory and Practice of Ele- 
mentary Instruction," whose duty it shall be to hold annu^ 
al sessions of at least five months, for the instruction of 
the Teachers' Class, composed of such young men as may 
avail themselves of the advantages of this Department, 
with a view to the business of instruction in the academy 
or the common school, within the limits of the State. 

3. That the members of the Teachers' Class be mem- 
hers of the Universiiy, entitled to its privileges and amen- 
able to its disciphne ; that in addition to the instructions of 
the Normal Department, they have free access, in con- 
nection with the regular classes, to the lectures of the 
other Professors, and have the use of the library and ap- 
paratus on the same terms and conditions with the mem- 
bers of the regular classes. 

4. That the pupils of the Normal Department be en- 
titled to the instructions of the University without charge; 
and to this end it shall be the duty of the Chancellor to 
admit to the Teachers' Class, any young man of suitable 
age and unexceptionable character, who shall present the 
certificate of the treasurer that he has executed his writ- 
ten obligation, to pay the usual fees of tuition, conditioned 
to be void, in case he shall have been engaged in instruc- 
tion two years within the four next succeeding the period 
of his connection with the University. 

5. That at the close of the course, the members of the 
Teachers' Class shall, if approved on examination, have 
a part in the exercises of the Commencement, shall be 
admitted to the appropriate Degree in the art of Teach- 
ing, and receive in testimony thereof, a Diploma from the 
hands of the Chancellor. 

G. That it is the fixed intention of the Regents thus to 

5* 



66 

make the University of Wisconsin subsidary to the great 
cause of popular education, by niaking it, through its 
Normal Department, the nursery of the educators oi the 
popular mind, and the central point of union and harmony 
to the educational interests of the Commonwealth. 

It was subsequently ordered by the Board, the the max- 
imu?n of the salary of the Professors, payable out of the 
income of the University Fuad, be fixed at $1,000 per 
annum. 

It will be seen that the first portion of the Ordinance 
proposes such an organization of the Collegiate Depart- 
ment, as will place it in a respectable position amoag the 
literary Institutions of our land. 

The second part of the Ordinance unfolds the views of 
the Board relative to the great question of the proper re- 
lation to be constituted and maintained between the Uni- 
versity and the other educational agencies of the State. 
As the question is now assuming a practical bearing and a 
degree of interest in our State hitherto unfelt, the Soard 
deem it not inexpedient to subjoin the following remarks: 

The relations which our State University ought to bear 
to the other educational agencies of the State, is conced- 
ed to be a question of great import to the future destinies 
of Wisconsin; and one v/hich should be settled on princi- 
ples which look to the greatest good for the greatest num-> 
ber. .--' , 

In every Commonwealth, the preparation of the young 
mind of the community for the successful working of free 
institutions, and for a full appreciation of their importance 
in securins: to the citizen whatever is of value in human 
society, constitutes the most solemn duty and the most 
interestins: trust confided to each successive veneration. — 



m 

This preparation is wholly educational, It is the culture 
of the child into the enlightened and virtuous man. It is 
providing for, and realizing the condition of general intel- 
ligence and integrity. 

In this general culture, inasmuch as the University is 
not immediately accessible to the entire young mind of 
our State, it should invite, without fee or reward, to its 
halls of instruction, to the acquisition of the intellectual 
treasures there accumulated and dispensed, to the full en- 
joyment of the benefit of the educational appointments 
with which the professor is surrounded, every young 
MAN who has resolved to become either an intellectual or 
a moral instructor of the popular mind, and who will en- 
gage for a specified time, to discharge the duties of his 
high and responsible calling, within the limits of Wiscon- 
sin. 

It is through a well digested system of popular educa- 
tion, which shall distinctly recognize and avail itself of 
this important office of the University, the gratuitous in-^, 
struction, namely, of the educators of the people, that the 
State of Wisconsin will, in the judgement of the Board, 
be able most directly, certainly, and efficiently, to meet 
and provide for the intellectual wants of her whole pop- 
ulation. It is by making our University the school of the 
schoolmaster, that a corps of competent instructors is to 
be best provided, and that all the educational agencies of 
the State, from the highest to the lowest, may be made 
tributary to the great end of training up the young mind 
of Wisconsin to intelligence and virtue. 

The teacher who shall avail himself of the advantages- 
of the plan set forth in the Ordinance, will not only enjoy 
the professional instructions of the Normal Department, but 
will be able in connection with one or more of the regu- 



lar classes, to devote all the time not thus employed, ta 
the acquisition of the useful and liberal branches of knowl- 
edge, taugfit in the other Departments of the University^ 
and thus may go out to the great work of informing the 
popular mind, instructed not merely in the first rudiments, 
but v\dth a mind enlarged by a liberal course of study. 

Under the operation of such a system, sustained by a 
Suitable provision for the support of men thus qualified, 
we may confidently look forward to the day, when in 
«very township in the State, may be found at least one 
school, in which instruction may be rendered in Algebra, 
in Geometry, in Surveying and Leveling, in the practical 
applications of Chemical and Mechanical Science, in Elo- 
cution, in Mental, Moral, and PoHtical Philosophy; when 
the means of general culture in all that constitutes a peo- 
ple wise, virtuous, great and happy, may be brought with'- 
in the reach of every child of the Republic, 

It is well known that so far as the professional instruc- 
tors of common schools have hitherto formed a separate 
and distinct class, they , have, in the popular sentiment, 
been liable to the reproach, whether justly or unjustly, 
of narrow and impracticable views, of an offensive pe- 
dantry, of that ostentation of "a little learning," which 
has been drunk in from shallow and unfrequented foun- 
tains. The Normal School system of the Eastern States, 
by v/ithdrawing the teacher, during his period of culture 
from the action of the common mind, and by isolating 
him from the influence, the sympathy, and the generous 
emulation of th§ residue of the young intellect of the 
country, is, in some sense, open to the objection of foster- 
ing and perpetuating those distinctive characteristics of the 
teacher, which have hitherto impaired his influence, and, 
unfortunately for the public, have let down his position in 
the social economv. 



69 

By introducing the teacher, during the period of his 
.professional cuUure, to the more Hberal instructions of the 
University, and to the more varied action of mind on mind, 
the Board hazard httle in the prediction, that as he goes 
out to his work with juster views of the relations of the 
sciences to each other and to the arts, with a mind better 
balanced and better disciplined, and with a conscious abil- 
ity and disposition to make his instructions useful to the 
popular mind, he will find his reproach taken away, the 
utility of his mission better appreciated and more cor- 
dially acknowledged, his social position more fairly adjust- 
ed, and his intellectual agency more cheerfully and am- 
ply rewarded. 

Under the conditions here presented, ail the education- 
al agencies of the state act in harmony, and conspire to 
the production of one common result. The University 
no longer hoards its intellectual treasures, but makes the 
teacher of the district school the dispenser of its bounty; 
no longer standing aloof from contact with the common 
mind, as the centre and heart of the whole system, its 
pulsations send the tide of intellectual life to the remotest 
-extremities of the social body. 

The Board entertain the firm behef that the progress 
of the mind of Wisconsin in intelligence and virtue, will 
be greatly subserved by the relations thus established be- 
tween the University and the other educational agencies 
of the State; and that the University itself will be the 
gainer, by its beneficent action on the popular mind. 

With these remarks, the Board take leave of this branch 
©f the subject, and respectfully commend the whole mat- 
ter to the candid consideration of the Legislature. 

It is proper, however, to subjoin in this connection, that 



tfie Normal Department of the University will be made 
to embrace suitable provisions for the professional instruc- 
tion of Female Teachers; and also for a Model School 
at Madison-; The plan is already under consideration, and 
will be matured at an early day. 

5. OF THE BEPAUTMENTS OF L>AW AWB MEl^aCUTVE. 

Under advice of members of the Board, the Chancellor 
has addressed communications severally to the Medical 
Society of the State, and to the Court and Bar, inviting 
suggestions from them, relative to the most suitable plan 
of organization of each of the Faculties of L.aw and Me- 
dicine. 

In accordance with the obvious intention of the char- 
ter, such Departments will, in due time, be opened. But 
whether their connection with the University shall be 
more than nominal, will depend on the degree of fidelity 
and success with which the University lands shall be ad- 
ministered, and on the amount of capital fund which shall 
be derived from their sale. 

Should the lands be sold for their full vaiue^ the Board 
are of the opinion that the great educational interests con. 
templated in the Collegiate and Normal Departments may 
be amply provided for, and means remain for the founda- 
tion of Medical and Law Schools which may be worthy 
of the University and of the State» On the other hand, 
should the University fund disappoint public expectation^ 
and fall within the range of the ordinary endowment of 
respectable Colleges in our country, the Board would re- 
gard it as their imperative duty to confine their pecuniary 
appropriations to the Collegiate and Normal Depaxt- 
ments. 



71 

6. VAI^IUATION AN1DSA£,E OF THE UMIVEISSSTY I>ANI>S.. 

That it is the duty of the State so to administer these 
lands as to reahze their whole value, seems to be univer- 
sally conceded; and still, in manifest derogation of this 
principle, pre-emption rights are claimed to a portion of 
this trust, specially and wholly consecrated to University 
uses. The Board have also discovered in the office of 
the Secretary of State, returns of an appraisal of these 
lands, made, so far as they can discover, without legal au- 
thority on the part of the appraisers. 

For a synopsis of this appraisal, the Legislature is res- 
pectfully referred to Document marked A, in the Appendix 
to this report. Some curious facts are exhibited by this 
document. For example, while the school lands, which 
are, of course, lands of ordinary quaUty, are appraised 
at the average value of $3 44 per acre, the selected Uni- 
versity lands are appraised at the average value of $2 78, 
being sixty-six cents less per acre than the appraised value 
of the school lands, The average per acre, as exhibited 
in this Document, is: 

In Iowa County, - - - - - 
" Jefferson " - - - - 
" Fond du Lac •'----- 
" Calumet " . . - . 
" La Fayette '' . ^ - > - 
" Green ^' '' ^ 

" Whole State, as above, w - - 

Now, if this appraisal approximates towards correct- 
ness, it is manifest that the University lands were very 
xinfortunatehj selected, and are, in point of fact, of inferi- 
or quality. If, on the other hand, "the selections were 
made with judgment, and the lands are, as they ought to 
be, of the best quahty, then this appraisal presents a sin- 



§2 


79 


2 


73 


2 


21 


1 


50 


1 


29 


1 


13 


2 


78 



73 

gular anomaly in human judgement. The effect of the 
proceeding has been to depreciate these lands in public es- 
timation, and to induce the hope and the expectation that 
they might be obtained at prices much below the market 
value of lands of good quality. 

So far as this valuation has any force and effect, its 
tendency is to a very disastrous reduction of the capital 
of the University fund. The aggregate appraised value 
of the seventy-two sections of land, as the document 
shows, is under $130,000 — a sum altogether inadequate 
to the uses for which this munificent donation was design- 
ed, and to which it should be faithfully applied. 

The Board have presented these facts thus at large, in 
the earnest confidence that the correcting hand of legisla- 
tion will be promptly applied and the fund saved. 

In order to this end, the Board v/ould suggest to the fa- 
vorable consideration of the Legislature, the propriety of 
passing an act fixing a valuation of $10 per acre, below 
which no portion of the University lands shall be sold. 

It is further recommended that discretionary power be 
conferred on the Board of Regents to regulate the time 
and the conditions of the sale of said lands: provided the 
same shall not be incompatible with the minimum valua- 
tion as fixed by the Legislature. 

If these recommendations meet with favor, and this 
great interest be permanently arranged on this basis, it is 
the behef of the Board that the full value of the lands 
will be be realized, and the benign ends of the trust be se- 
cured in perpetuity t'o the people of this Commonweath. 

In recommending this policy, the Board are fortified by 
the example of the neighboring State of Michigan, whose 



73 

minimum valuation in the sale of their University lands, 
has not been less, as the Board are advised, than tvv^elve 
dollars per acre. A large fund has already been accumu- 
lated, ample provision has been made for the several 
Chairs of instruction, suitable buildings have been erected, 
a library has been founded, apparatus procured, and ex- 
tensive collections have been made illustrative of the sci- 
ences of observation. Although young in years, the Uni- 
versity of Michigan is mature in character, and holds an 
honorable position among the older educational establish- 
ments of the land. 

With equal wisdom and fidelity in the development of 
her resources, the University ,of Wisconsin with mofe a- 
bundant means, and more beneficent ends, may be made 
to accomplish a still higher destiny. 

The Board have the satisfaction of being able to pre- 
sent the Preparatory Department in a sound and healthy 
condition. It is in contemplation to form, next summer, 
out of this mate-rial, at least two regular Collegiate Class- 
es. For a more perfect understanding of the condition 
of the Department, the Board would respectfully refer 
the Legislature to the Exhibit of Professor Sterling, 
marked B., in the Appendix to this report. 

8. THE CABINET. 

The Board would further refer the Legislature to doc- 
ument marked C in the Appendix, for the report of H. 
A. Tennev, Esq., Curator of the Cabinet. This valua- 
ble paper exhibits a very gratifying increase of the con- 
tributions which have been made during the year, of 
specimens in Mineralogy and Geology, of Fossil Remains, 
and in Conchology. The report will be read with great 



74 



interest, and is illustrative of the value of the gratuitous 
services of the Curator, and of those scientific gentlemen 
who have so generously contributed their aid in advancing 
the interests of the University, and the cause of Natural 
Science in the State. 

In conclusion, the Board beg leave to express the earnest 
hope, that the educational resources of Wisconsin will be 
faithfully and successfully administered, and to tender to 
the constituted authorities of the State, the assurance of 
their co-operation, to the extent of the means placed at 
their disposal, in every endeavor to advance the intelli- 
gence and virtue, the essential dignity and true glory of 
the Commonwealth. 

All of which is respectfully submitted. 



JOHN H. LATHROP, 
SIMEON MILLS, 
HIRAM BARBER. 
CYRUS V/OODMAN, 
ELEAZER ROOT, 
A. HYATT SMITH, . 
HENRY BRYAN, ■ 



A. L. COLLINS, 
JULIUS T. CLARK, 
JOHN BANNISTER, 
JOHN H. ROUNTREE, 

N. W. DEAN, 
RUFUS KING. 



APPENDIX 



TO THE 



[^ 1 ^ ® ^ IT 



OF THE 



BOARD OF REGENTS. 



77 



= A." 



SYNOPSIS of the Appraisal of the University Lands so far as re- 
ported to the Secretary of State, prepared by F. Hudson, Esq., at 
the request of the Chancellor. 



COUNTIES. 




Total apprais- 
ed valuation. 


Av. value 
per Section. 


0^ . 


Amt. pre- 
empted. 


Calumet, - - - 


3 


$2,500 00 


$833 33 $1 30 




Columbia, - - - 


3 


7,380 34 


2,460 11 


3 84 


$2,526 87 


Dane, - - - - 


6^ 


16,44U 00 


2,435 56 


3 81 


560 00 


Dodge, - - - 


5g 


11,853 37 


2,107 27 


3 34 


6,706 73 


Fond du Lac, - - 


n 


3,895 20 


1,416 44 


2 21 


320 00 


Green, - - - - 


1 


5,046 86 


820 98 


1 13 


396 33 


Iowa, - - - - 


3g 


6,472 30 


1,785 46 


2 79 




Jefferson, - - - 


3 


5,245 62 


1,748 51 


2 73 


320 00 


La Fayette, - - - 


10 


8,095 05 


728 -38 


1 29 




Racine, - - - 


1 


3,740 00 


3,740 00 


5 84 


1,080 00 


Richland, - - - 


4^ 


5,943 76 


1,419 41 


2 22 


360 00 


Rock, - - - - 


3 


10,040 50 


3,346 83 


5 23 


670 00 


Walworth, - - - 


2 


7,275 84 


3,637 92 


6 68 


777 24 


Washington, - - 


1 


4,520 00 


4,520 00 


7 06 


1,080 00 


Waukesha, - - - 


1 


3,180 00 


3,180 00 


4 97 


980 00 


Winnebago, - - 


5i 


10,574 61 


2,009 07 


3 14 





Total, 



63 I $112,176 351 $1,782 25i2 78! $15,777. 



72 Sections at $1,782 35, - - - - $128,329 20 

Deduct amount pre-empted, _ _ _ _ 15,777 17 

$112,552 03 

Suppose sold at an advance of 30 per cent., - 33,765 61 

Would bo ------ - $146,317 64 

Add amount pre-empted ----- 15,777 17 

And the total University Fund will be - - $162,094 81 

The Interest of this at 7 per et. is . - _ $11,346 64 



78 



B.' 



To. John H. Lathrop, LL. D. 

President of the Board of Regents, 

of the University of Wisconsin : 

The undersigned, having in charge the Preparatory 
School in the first Department of the University, would 
respectfully present the following as his 

FIRST ANNUAL REPORT. 

In accordance with the action of the board of Regents, 
at their first meeting, in October, 1848, the Preparatory 
School vv^as opened at Madison, on February 5th, 1849. 

The first Academic year, which consists of two terms 
of twenty weeks each, will close on the 24th of the pres- 
ent month. 

A brief statement of facts will enable the Board to judge 
of the present state and prospects of the school. 

The following students have been in attendance during 
the year : 

FIMST TEMM, 
Commencing February 4th,, 1849, 

Levi Booth, - - Madison, Wis. 

Byron E. Bushnell, - - " '' 

Chas. Fairchild, - - u u 

James M. Flowers, - - Sun Prairie, " 

William H. Holt, - - Madison, " 
Henry McKee, - - Platteville " 

Stewart M,cKee, - - " " 



79 



Daniel G. Jewitt, 
Charles D. Knapp, 
Francis Ogden, 
Robert Ream, 
Robert D. Rood, 
Chas. D. Smith, - 
Hayden K. Smith, 
Wm. Stewart, 
Geo. W. Stoner, 
Chas. T. Wakeley, 
Richard F. Wilson, 
Albert U. Wyman, 
Wm. A. Locke, 



Madison, Wis. 



Ancaster, Canada W. 

Madison, Wis. 
Whitewater, " 
Madison. " 

Lake Mills, '^ 



SECOI^® TERM. 
Commencing September 5th, 1849. 

- " Madison, Wis. 



Levi Booth, 
Byron E. Bushnell 
Chas. Fairchild, - 
James M. Flowers, 
Wm. H. Holt, - 
Stewart McKee, 
Daniel G. Jewitt, 
Chas. D. Knapp, 
Francis Ogden, 
Robert Ream, 
Galen Rood, 
Chas. B. Smith, 
Hayden K. Smith, 
Wm. Steward, 
Geo. W. Stoner, - 
Chas. T. Wakely, 



Sun Prairie, 
Madison, 
Platte ville, 
Madison, 



Ancaster, Canada W. 
Madison, Wis, 
Whitewater," 



Richard F. Wilson, - Madison Wis. 
Albert U. Wyman, - - '< '« 

Wm. A. Locke, - - Lake Mills, " 
Horace Rublee, - - Sheboygan, *' 

lessee S. Ogden, - - Madison, '* 
Theodore Holt, - . « « 

Jasper T. Hawes, - " " 

Noah H. Drew, * . - Prairie du Sac, Wis. 
Geo. M. Pinney, - - Medina, Wis. 
Jas. H. Sutherland, - - Greenfield, " 
John H. Lathrop, Jr. » Madison, " 

Of the above pupils, twenty have been pursuing clas" 
sical and other studies in the regular course of preparation 
for the higher classes in the University. Eight or ten of 
these, if they continue in the school, will be prepared by 
the coming fall, about one half for the Sophomore, and the 
others for the Freshman class, Two of them may be rea- 
dy for the junior class. Most of the others in the regu- 
lar course of study will be in readiness by the close of an- 
other year, it is hoped, for the Freshman class. 

There has been, in general, during the year, ^ regular 
attendance on the part of the pupils ; and their attention 
to their studies and the exercises of the school, has been 
to a high degree, satisfactory. 

The general character of the'students under our instruc- 
tion, v;e have the highest opinion. Indeed, we have rare- 
ly, if ever, known, in any school, so large a proportion of 
young gentlemen of equal talent and promise. 

It has been our constant effort to inculcate habits of in- 
dustry and application, and by patient drilling, to lay the 
foundation of thorough scholarship, and we have the sat- 
isfaction of believing that our labors have not been unsuc- 
cessful, 



81 

It will be s(3en that nearly all the students who, thus far 
have been connected with the Preparatory School, are 
from this village or its immediate vicinity. That we have 
no more from abroad is owing, in part, as we have good 
reason to believe, to the difficulty of obtaining board at 
Madison, upon sufficiently moderate terms, especially dur- 
ing the session of the Legislature. We are sure that the 
present num-ber of pupils would be more than doubled in 
the coming year, if it should be generally known that 
board could be obtained in this village at a cheap rate. — 
Unless some provision be made to meet this want, it is to 
be feared that some now in the school, will be under the 
necessity of leaving. The number of pupils during the 
past year, however, has been as great, under the circum- 
stances, as could reasonably have been expected; and 
from the provision which it is anticipated will soon be 
made for the accommodation of students with cheap 
board, as well as from the applications already made, it is 
believed that there will be in the coming term, a large ac- 
cession to our numbers. 

J. W. STERLING. 
^Madison, January IMh. 1850. 



■5* 



83: 



"■CJ 



Hon. J. H. Lathrop : 

President of the Board of Regents: 

Sir :-^— In compliance with your request, I herewith sub- 
mit a statement of the condition of the University Cabi- 
net The list hereunto attached, embraces all the spe- 
cimens thus far collected. The greater and best part 
of these have been presented during the past year. — 
It will be seen that v>fhile specimens have been obtained of 
most of the minerals and geological formations in the 
State, some of which are very valuable, that the Cab- 
inet is yet but a skeleton of what it should be. Indeed, 
to complete such a Cabinet as is desirable, must necessa- 
rily be a work of years, and require the active co-opera- 
tion of public spiritecf persons in all parts of the State. 

I have taken considerable pains, in many v/ays, during 
the year past, to enlist the interest of the public in favor 
of this enterprise, and to induce a large contribution of 
specimens. The result has been very gratifying, as the 
list of contrmutions will show. At, the same time many 
of them are only such specimens as have been picked up 
casually, on account of some peculiarity of appearance, 
without particular refei'ence to their importance in a sci-, 
entific point of view. A thorough geological survey of 
the State could alone furnish the complete suit desired. 



But as this will not probably be made for some* years, I 
have cast about for other means of adding to the colIeG- 
tion. The most obvious method which has suggested it- 
self, is to send circulars, stating the wants of the Cabinet 
somewhat at length, to teachers in the several district 
schools in the , Statfe, and other scientific persons, urging 
them to use efforts in their several localities^ to collect and 
forward to this place for examination, specimens of all 
minerals, fossils, rocks, shells, &:c., that can readily be ob- 
tained therein. Whenever the teachers in the State will 
interest themselves in this project, and set to work the 
thousands of young hands under their charge, in making 
collections, the end desired will have been to a great ex- 
tent accomphshed, and not only the University Cabinet, 
but all engaged, be mutually benefitted. In return, by a 
judicious distribution of duplicate specimens, iall the im- 
portant schools in the State may in time be furnished with 
Cabinets. It seems to me that very much may be accom- 
plished in this manner, and I would earnestly urge the 
subject upon the attention of the public. 

But very little is at present known of the mineral 
wealth of Wisconsin. What is known, however, holds 
out the strongest inducements to further and persevering 
research. Within a period of eighteen months past, quar- 
ries of granite, slate, rna'rble, water-lime, &c., have been 
opened — some of them very extensive, and of the best 
of their kind. Deposites of copper, lead, zinc, and iron 
ores have also been discovei'ed in many new localities; 
and the fact has been demonstrated that some of these 
metals abound in geological formations, in which, hereto- 
fore, their existence has not been suspected. Every ef* 
fort made to extend this Cabinet, thus far, has had a ten- 
cency to promote new discoveries of this kind, by arous- 
ing the the public mind to the subject. 



85 

A correspondence has been opened and carried on with 
several scientific gentlemen in other states, in relation to 
a system of exchanges. It is believed that large acces- 
sions will be made to the Cabinet through this medium, 
during the coming year. 

I would respectfully recommend to the Board, to pur- 
chase one or two complete suits of marine shells, during 
the coming season. The expense would be trifling, and 
they would form a valuable and attractive addition to the 
Cabinet, 

The names of persons who have made donations will 
be found in the list annexed, in connection with their con- 
tributions. I desir e toreturn pubHc and particular thanks, 
in addition, to the following named gentlemen: — Hon. G. 
W. Brownell, of St. Croix; I. A. Lapham, L. J. Farweli 
and Charles Crane, of Milwaukee; Chas. Sweeny, of Po- 
tosi; D. S. Durrie, Esq., of Albany, N. Y.; J. Bannister 
of Fond du Lac; Hon. J. Catlin, and J. G. Knapp, Esq.. 
of Madison; Hon. Chas. Larrabee, of Port Washington; 
W. R. Smith, of Mineral Point; and A. Bronson, of 
Prairie du Chien. 

I have thus stated the principal points to which I would 
request your attention. The prospects of the Cabinet 
are very flattering; and persevering efforts are all that is 
requisite to ensure complete success. 

The expense of these collections thus far, exclusive of 
cases, is as follows: 

Bills of 1848, unpaid, - - - $7.50 

Postage on circulars, &c., to 1849, - 3.00 

Freight on Specimens, - - - . 5.50 

Printing and mailing circulars, - - 10.00 

Total, $26.00 



86 

Which sums I have advanced at different times out of 
my own funds. I am also individually responsible for the 
cases ordered, and would request the Board to make pro- 
vision for the payment of the same. 

Respectfully submitted, 

H. A. TENNEY, 
Curator of the University Cabinet. 



LIST OF SPECIMENS 

IN THE 

CABINET OF THE UNIVERSITY 

OF THE STATE OF WISCONSIN. 



=^1 








C5 *l? 


NAMES. 


DONORS, 


LOCAI-ITIES. 












Gray granite, 


LA. Lapham, 


Lake Superior, 




do 


E. Canfield, 


Connecticut, 




Red do 


do 


Ticonderoga, N. Y- 




Black do 


do 


Mt. Defiance, 




Gneiss, 


I. A. Lapham, 


Lake Superier, 




Syenite, 


do 


Portland, Wis., 




do 


A. Vanderpool, 


do do 




Mica, 


J. G. Knapp, 


New York, 




do 


E. Canfield, 


Olstead, N. H. 




do 


do 


Schroon, 




do black, 


do 


Ticonderoga, 




Agate, 


J. D. Berry, 


Lake Superior, 




do 


Mrs. J. Oakley, 


Lake Pepin, 




do 


D. Lambert, 


Wabasha, Min. 




do 


T. Tracy, 


Madison, Wis. 




do 


E. Canfield, 


Long Island, 




Quartz, 


H. A. Tenney, 


Ohio, 




Pseudomprphous qu'rtz 


E. Canfield, 


Ticonderoga, 


10 


Crystals of quartZj 


D. M. Holt, 


Little Falls, N. Y„ 


20 


do do 


C. E. Crane, 


Hot Springs, Ark. 




do do 


E. Canfield, 


Chestertown, N. Y, 




Rose do 


G. W. Brownell, 


Falls of St. Croix, 




do with schorl. 


do 


do do 




Feldspar, 


E. Canfield, 


Brooklyn, L. L 


2 


do and graphite, 


do 


Ticonderoga, 




Opalescent feldspar, 


do 


Crown Point, N. Y; 




Porphyry, 


do 


Massachusetts, 




Jasper, 


do 


Chilton Hill, 




do red, 


do 


Sudbury, Vt. 




Mica Schist with Gar- 








nets, 


J. Catlin, 


St. Pauls, Min, 



88 



LIST OF SPECIMENS, CONTINUED. 



NO. 


NAMES. [ DONORS. 


liOCALITIES. 


1 Crystals of garnet, 


E. Canfield, 


Lake George, 


1 Tourmaline, 


do 


Massachusetts, 


1 Argentine and graphite. 


do 


Ticonderoga, 


1 Serpentine and tabular 






spar, 


do 


do 


1 Argilite, 


do 


do ^ 


1 Serpentine, 


do 


Warrensburg, N. Y. 


1 Asbestos, 


do 


Staten Island, 


1 do 


do 


M.t. Holly, 


2 Pumice Stone, 


J. G. Knapp, 


New York, 


1 


Argentine, 


E. Canfield, 


Ticonderoga. 


1 


Cocolite, red, 


do 


do 


1 


do black, 


do 


do 


1 


do brown, 


do 


Ft. Ann, N. Y. 


1 


Augite. i do 


Ticonderoga, 


1 


Chalcedony. 


do 




1 


Tremolite, 


do 


Mt. HoUy, 


1 


Flint, 


do 


Shoreham, Vt. 


1 


Epidote. 


I. A. Lapham, 


Lake Superior, 


1 


do crystals, 


G. W. Brownell, 


Falls of St. Croix, 


1 


Carnelian, 


D. M. Holt, 


do 


1 


Conglomerate. 


C. B. Chapman, 


Copper Harbor, 


12 Trap, 


G. W. Brownell, 


Upper St. Croix, 


1 do with copper, 


W. Knowlton, 


do 


2 Amygdaloid trap. 


G. W. Brownell, 


Snake River dyke. 


2 Micaceous do 


do 


Falls of St. Croix, 


l|Phorphyritic do 


do 


Porcupine Mts. 


14 Trap with carbonate of 






\ copper, 


do 


Palls of St. Croix, 


llGreen Stone with Epi- 






1 


dote, 


do 


do 


3 


Clinkstone, 


J. Y. Smith, 


Mt. Tom, Mass. 


1 


Red free stone, 


E. Canfield, 


Connecticut, 


1 


Schorl, 


do 


Chestertown, N. Y. 


1 


Sillimanite, 


do 


Connecticut, 


SiHornblend slate, 


J. Catlin, 


Falls of St. Anthony, 


1 


slate, 
Sandstone — 


H. McFarlane, 


Ft. Winnebago, 


3 


Old red sandstone. 


G. W. Brownell, 


Falls of St. Croix, 


8 


do with fossil impres- 








sions. 


do 


do 


1 


Sandstone conglomer- 








ate, 


H. A. Tenney, 


Baraboo Blufis, 


1 


do 


I. A. Lapham, 


Milwaukee, 


1 


Contorted sandstone, 


H. A. Tenney, 


Baraboo Bluffs, 



89 



LIST OF SPECIMENS, CONTINUED. 



ISO. 


TSAMES. 


DONORS. 


1 


Saccharoid sandstone, 


N. Gray, 


1 


Ferruginous do 


I. A. I^apham, 
G. W. Brownell, 


2 


Black do do 


2 ' 


Fine grained do 
Limestone, cf-c. — 


A. Vanderpool, 




Lower magncsian. 


C. B. Chapman, 




Middle do 


E. Brigham, 




Upper do 


do 




Blue fossiliferous, 


C. B. Chapman, 




do 


J. G. Knapp, 




do 


W. R. Marshall, 




do 


D. Lambert, 




Silicate of lime. 


G. W. Brownell, 




Corniferous, 


L» A. Lapham, 




Yellow porous, 


do 




Strontian, 


do 




Diluvial scratches on 






slabs of 


do' 




Marble — 




8 


White granular, 


A. S, Wood, 


1 


do do 


Mrs. E. Dean, 


4 


Blue, purple,white, and 






light green. 


C. B. Chapman, 




Browm, variegated. 


C. Keuhn, 




do 


E. Canfield, 




White, 


do 




Italian, 


do 




Parian, 


do 




Mottled, 


.T. Catlin, 




"Birds-eye," 
Alabaster, 


C. B. Chapman, 




E, Canfield, 




Column of ealc. spar. 


Elizabeth Stone, 




Crystals of 


C. Sweeney, 




Rhomb spar, 


E Canfield, 




Tabular do 


do 




Satin do 


do 




Dog tooth do 


do 




do 


I. A. Lapham, 




do 


J. G. Knapp, 




Fetid do 


E. Canfield, 




Calcareous do 


do 


2 


do 


J. J. Marvin, 


3 


do 


\. A. 'Lapham, 


12 


Stalactites, 


J. G. Knapp, 



LOCALITIES. 

Wisconsin River, 
Milwaukee, 
Falls of St. Croix. 
Portland, Wis. 



Rock Island^. 
Blue Mounds, 

do 
Warren, Ohio, 
Bay Settlement,. 
St. Pauls, Min. 

do 
Falls of St. Croiz. 
Sec. 4, T. 7, R. 2-i 

Lockport, N. Y. 



T. 10, R. 3, Rich. CO. 
Vermont, 

do 
Brown Co. Wis. 
Tieonderogg„ 
Pittsford, Vt. 



Montreal, 
Davenport, low^a, 

Potosi, 

do 
Athol, N. Y. 
Mt. Holly, 
Ticonderoga, 
Lockport, 

do 

do 
Horieon, N. Y. 
Ticonderoga, 
New Diggings, 
Niagara Falls, 
Cave, Dane Co. 



90 



LIST OF SPECIMENS, CONTINUED. 



iVO. NAMES. 


DONORS. 


LOCALITIES. 


2 


Stalactites, 


J. Bannister, 


Dubuque, 
Cave, Dane Co. 


1 


Stalagmites, 


J. M. Shields, 


2 


Hornstone, 


B, Holt, 


Blue Mounds, 


1 


Chert, 


* do 


do 


1 


Tufa, or inerusted 




Milwaukee, 




moss, 


L A. Lapham, 


St. Pauls, 


1 


do 


J. Catlin, 


Falls of St. Croix, 


1 


Tufa, 


G. W. Brownell, 


Ticonderoga, 


2 


do 


E, Canfield, 


Ft. Ann, 


1 


do 


do 




1 


Potitone, 


do 


Nova Scotia, 


1 


Selenite, 


do 




'l 


do 


Mrs. E. B. Dean, 




1 


do 


J. G. Knapp, 




1 


Clay, six varieties, 


W. Welch, and 








otliers, 


Dane Co, Wis. 




Fossils — 






4 


Pentamerus oblongus, 


I. A. Lapham, 




2 


Chain coral, 


do 


Sandusky, 


:io 


Coral, 


E.' Canfield, 


Lake Erie, 


1 


do 


do 


Ticonderoga, 


1 


do 


D. Lambert, 


Falls St. Anthony. 


1 


do 


L A. Lapham, 




2 


Orthis testudinarj-, 


H. Thomas, 


Mineral Point; 


2 


Orthoceratite, 


I. A. Laphan;!, 




1 


do 


do 




1 


Base of, do 


do 




2 


Pethyris, 


do 




1 


Cyrtocei-ia, 


do 




2 


Eueoid, 


do 




1 


Orthoeeras ampiicha- 








meratum. 


■ do 




1 


Ligulites, 


do 




6 


Encrinite, 


do 


<5 


2 


Coscinopora, 


do 




1 


Head of Trilobite, 


do 




1 


Cast of, do 


do 




2 


Catenipora escharoides 


do 




2 


Cyathophyllum, 


do 




i 


-Favosite striata, 


do 




2 


Atrypa, 


do 




8 


Atryda affinis. 


do 


Lockport, 


1 


Columnaria, 


do 




1 


Retopora Infundibuli 








formis, 


do 




3. 


Favosite, 


Mrs. E, B. Dean, 





LIST OF SPECIMENS, CONTINUED. 



NO. 


NAMES. 


DONORS. 


LOCALITIKS. 


-^ ' 

1 


Cast of Lilly Encri- 








nite, 


G. W. Brownell, 


Falls of St. C.oix, 


3 


Casts of Fossil shells. 


J. G. Knapp, 




6 


Fossil shells in sand- 








stone, 


G. W. Brownell, 


do 


5 


Limestone with veget- 








able impressions. 


A. Bronson, 


Prairie du Chien, 


1 


Fossil plants from eoal 








formation, 


I. A. Lapham, 


Tallmadge, Ohio. 


8 


Fossil, S£c., not named. 


S. Beasley, 


Bee Town, 


2 


do 


C. Barr, 


do 




do 


J. M. Scott, 


Scott's Eills, t 




do 


Mrs. J. Catlin, 


Madison, 




Calymena, senaria, 


G. W. Brownell, 


Falls of St. Croix, 




Petrified Wood, 


Mrs. J. Catlin, 


Chittenango,N. Y. 




do 


I^. J. Farewell. 


Cairo, Egypt. 




Qrganic remains, 


E. Canfield, 


Bridgeport, Vt. 




Petrified Clam, 


do 


Cayuga Lake, 




Coal, three kinds, 


do 


Pennsylvania, 


1 Coal, 


do 


Scotland, 


ORES. 






Iro7i — 






1 Brown oxide of 


Miller &, Sterling, 


Iron Ridge, Wis. 




do 


H. Barber, 


Hubbard, Dodge Co 




Red oxide. 


S. Hugins, 


do 




Ferruginous iron. 


J. 0. Peckham, 


T. 8, R. 11, 




do 


J. G. Knapp, 


Botkin's Prairie, 




do 


P. W. Matts, 


Verona, 




do 


I. A. Lapham, 


Hartford, 




Bog ore, 


J. Plum, 


Millford, 




do 


I. A. Lapham, 


Janesville, 




Specular, 


E. M. Williamson 


Sauk Prairie, 




Nodular, 


J. Lawrence, 


Rutland, Dane, Co. 




do 


W. Wyman, 


Madison, 




Magnetic ore, 


Chas. Crane, .« 


Hot Springs, Ark. 




Oxide of 


E. Canfield, 


Orwell, Vt. 




Sulphuret of 


do 


ShewslDury. 




Ore, 


do 


Crown Point, N. Y. 




do 


do 


Warrensbug, 




Arsenical, 


do 


Connecticut, 




Hematite, 


do 


Ticonderoga, ' 




Pyrites, crystals of 


C. Keuhn, 


Twin Rivers, Wis. 


10 


do massive. 


C. Sweeney, 


Potosi, 




do 


L. J. Farwell, 


Council BluiFs, 




do 


Dan'l. M. Holt, 


Madison, 




Radiated pyrites, 


J. J. Marvin, 


New Diggings, 



92 



LIST OF SPECIMENS, CONTIiNUED. 



>o. 


NAMES. 


DONORS. 


LOCALITIES. 




Copper — 






1 


Native, 


L. J. Farwell, 


Lake Superior, 


1 


do 


I. A. Lapham, 


do 


1 


Native copper, 


J. D. Berry, 


Lake Superior, 


3 


Carbonate of do 


E. M. Williamson 


Barraboo, 


4 


do 


G. W. Brownell, 


Falls of St. Croix. 


i 


do 


R. MeCloud, 


Muscoday, 


1 


Purpl-e sulphuret of 


I. A. Lapham,J 


Lake Superior, 


1 


do 


R. M. Briggs, 


Bee Town, 


1 


Crystals of, in lead, 


L. J. Farwell, 


Council Bluffs, 


-2 


Copper in Epidote, 


I. A. Lapham, 


Lake Superior, 


IB 


Earthly carbonate in 








trap, 


G. W. Brownell, 


Falls of St. Croix. 


1 


do. 


Capt. Knowlton, 


do 


1 


Copper "g-angue," 


G. W. brownell. 


do 


1 


do veinstone, 


do 


do 




Lead — 




( 


1 


Crystals of, 180 lbs, 


E. Root, 


Potosi, Grant (Jo. 


5 


'do 


Mrs. J. Oakley, 


do 


2 


do 


W. Hill, 


Shullsburgh. 


3 . 


do (very small,) 


L. J, Farwell, 


Lake Superior, 


1 


Massive, 100 lbs. 


C. Woodman, 


Mineral Point, 


2 


do with sulphur. 


L. J. Farwell, 


Council BluflTs, 


1 


do 


do 


do 


1 


do 


H. Brown. 


Ellensville, N. Y. 


1 


do lower magnesian 








limestone, 


R. M. Briggs, 


Bee Tov/n. 


5 


massive, 


D. Lambert, 


Sioux country, • 


4 


Carbonate of 


E. Brigham, 


Blue Mounds. 


2 


Mineral Pitch, 


J. Bannister, 


Fond du Lac, 


1 


Sulphuret of Zinc, 






1 
1 


Carbonate, do 
Gold, ore of 
Shells— 


L. J. Farwell, 


California, 




Fluviatile, 66 ^ec's, 


H. A. Tenney, 


Mostly from Ohio. 




Terrestrial, 12 do 


do 


do 




Marine, 118 do 


do 


Atlantic & Pacific. 




do 23 do 


D. S. Durrie, 


Albany, from do 




"Curiosties,''' — 






12 


Indian Arrows, 






1 


do Axes, 


J. Lawrence, 


Rutland^- Dane Co. 


2 


do do 


G. W. WUcox, 


Bee Town. 


5 


do do 


G. Cone, 


Waukesha, 


1 


do do 


Hon. C. Larabee, 


Horieon, 


1 


do do 


C. M. Baker, 


Geneva, Wis. 


1 


Pair of Elk horns, 


I. W. Bird, 


Botkin's Prairie, 


1 


Aztalan brick, 


I. A. Lapham, 


Aztalan, 



[^i ^® ^TT 



OF THE 



STATi SUPIRIITEIDEKT, 



B^CEMBSB ^Ist, 1§49. 



-;t 



REPORT. 



To the Legislature of the State of Wisconsin: 

The Superintendent of Public Instruction, in accord- 
ance with the law defining his duties, begs lea.ve to present 
his 

FIRST ANNUAL REPORT. 

Our Constitution of State Government was adopted in 
March, 1848. The change from a Territorial to a State 
Government made great changes in our statutary law 
necessary. The interests of our public schools have 
been greatly effected by these changes during the past 
year. 

On the 1st of April last all those laws under which our 
schools had been previously administered, gave place to 
an act of our State Legislature of June, 1848. On the 
1st of May, just one month after the above mentioned act 
had taken effect, our present school law came into opera- 
tion, and all previous enactments on the same subject were 
repealed; so that during the present year our schools have 
been under the widely conflicting .provisions of three difr 
ferent systems of school laws. And this is not all. The 
act that took effect on the 1st of May last, made no pro- 
vision for the organization of schools in old districts, un- 
der that act, by the election of the new school boards 
before the last Monday of September following; conse- 



96 

quently from May till October, the present school law 
has been but partially in operation in a great majority of 
the districts. The reports from the clerks of the Boards 
of Supervisors of the different counties, herewith submit- 
ted, exhibit the full force and effect of those adverse cir- 
cumstances. In view of the difficulties that were likely 
to arise, instructions were sent from this Department to 
all school officers, containing suggestions in regard to the 
proper course to be pursued to avoid those difficulties. — 
These instructions have in may respects been generally 
complied w^ith, and probably as fully as the nature of the 
circumstances would permit. 

In reference to the reports from clerks of county Boards 
of Supervisors, in addition to what has already been said, 
it is proper to remark, that by law, it is the [duty of the 
clerks of school districts, to make a written report of the 
condition of the several schools in the same, to the Town 
Superintendents, between the 1st and 15th of September 
in each year. A' similar annual report of the condition of 
the schools is required to be made by the Town Superin- 
ent to the clerks of the County Board of Supervisors 
to the office of the State Superintendent, on or before the 
10th day of November thereafter. It fwill be seen 
by these requirements of the law most of the statistics to 
be reported would be dated back to the 1st of September. 

By one of the provisions of the school law the Town 
Superintendents were required to divide all the territory 
of their respective towns into convonient school districts. 
This duty of the Town Superintendents was entered upon 
after the 1st of May. It co«ld not be before because the 
school law was not previously in force. The disch arge 
of that duty has occasioned essential alterations in the 
boundaries of many old districts, and the erection of a 
great number of new ones. 



^iscq 




V 


145 


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N 


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s ^ 


IS 


5^ s: 


■u 2 


e 


V. 


<a 


» 


=^ 


^C. 


■;;;• * 


6 00 


5 39 


2 50 


6 23 


5 85 


5 78 


,144 


6 40 


«• -* 


5 66 


7 86 


8 00 


4 75 


9 43 


* * 


7 28 


6 72 


* * 


4 50 


6 52 


6 48 


6 14 


6 67 


5 76 


6 92 

! 



(A) 

ABSTRACT of tlie Clerks of tlie Board of Supervisors of tlie se^'eral Counties of tlie State of Wisconsin, for the yeai' ending September 1st., 1849. 



COUNTIES. 



llllOWN, - - - - - 

Calumut, - - - • 
columuia) - - - - 
CiiAwroHU, - - - • 
Dane, . . - - - 

DoiXlli, . . - - - 
FOKI) «U liAC, - - ' 
GllANT, . - - - - 
<lUKBK, - - - - . 
loWA, - - - - - 

JurrrnsoN, - - - • 
La Faybttb, - - - 
Manitowoc, - - 

MAimUBTTK, - - - 
MlLWAVJKKli, - - 
VoUTAUli, - - - - 

Hacink, - - - . 
Rock, - - . . . 
St. Ciioix, - - - 
Sack, - - . . . 
sukiuivo.vn, - - . 

WAl.WllUlil, - - - 
W.\SlllM! TON, - - 

\Vm'K«su,\, - . _ 

WiNNUIWOO, - - 



Statu, 



'::^ 



-^ c° r ° I 



G 

'J 

41 
16 
!)7 

78 
8!» 
70 

« 

78 
61 
7 
39 
66 

133 

99 

1 

26 

63 

108 

\Vi 

81 

38 















6.26 
3.60 
3.18 
6.00 
3.76; 
2.63 
2.10 
2.21 
1.77 
• 

4.61 
4.-I0 
4.00 
4.40 
4.91 

• 

6.04 
5.36 

4.36 
4.21| 

4.43 
4.01 
6.13 
1.98 



00 

o!oo 

1918 83 

• » 

10676 
64987 
23676 

• ! • 

Sl',\ Ml 

Mil 27 

* I » 
000 

6022 14 

* I * 
1197;66 
3026,21, 

♦ ♦, 
6l'5l| 

43374 
3649 06 



§1 











o 


%. 


ox . 


■?1 


"^s 






O J 


c.o 




Tj-Sri 




g.g 


g be 


•^•« 


III 


■* S 

£ w 








^ <=c 


2 S) 






S 2 


^ 


^ 



!*> 









•£-^ 



[*. 



s-s. 



"^5 












\^ h 



aS 



46 

162 

772 

67 

2232 

1628 

983 

1843 

1132 

• 

2030 

1359 

169 

263 

3736 

2374 

4298 

* 

4341 
624 
3296, 
135i; 
3423, 
1163 



854 
399 
1369' 
360! 
3991! 
4970, 
2832! 
4723| 
3406' 

3525 
3993* 

219! 

916, 
8379 

* I 

7648, 

6752 

29 

8471 
2699 
5817; 
5433 
3551 i 
t761 



397 

210 

707 

175 

2074 

2364 

1493 

2449 

1300 

: 

1728 

1590, 

126 

476 

4169 

* 

3886 

3121 

16 

449 
1389 
3936! 
3868 
1867 

379 



4571 • 

1891 4 

662 6 

176 2 

1917 33 

2616 27 

1339 15 

2273 24 

1106 a 



1797: 36 

1403 7 

931 3 

44i; 1 

4210; 24 

* I * 

3762, 13 

2631; 21 

13' * 

398^ 
1310 9 
2881: 11 
2570 1 
1684 30 

373 1 



3.50 
1.76 
4.00 
3.43 
4.04 
2.89 
3.56 
2.17 



3.17 
2.50 
4.00 
4.76 
6.00 



6 ! 4.16 



5.31 

* 

3.56 
3.50 
6.87 
3.63 
3.47 



316 1 60 lU30, 350! 4551 103i 3.93 1731361,; 32174 70457 3615S. 34299 263 219 3.76 






0.00 
1.65 
4.00 
2.76 
3.03 
2.54 
3.96 
6.00 



1.94 
2.67 
4.00 
3.25 
6.31 

3.02 
2.64 

* 

2.75 
4.13 
3.04 
3,16 
3.66 



*5 i: 

O B 






3.76 
3.27 
3.00 
3.53 
3.39 
3.79 
2.38 
3.75 



2.85 
3.30 
1.00 
2.67 
6.36 

2.59 
3,55 



fccg 



"5^1 






i.:c. 

•I * 

00 
1175 
1250 
1341 

13 23 
1216 
19 49 

14 17 



14 12 

16 00 
23 50 

♦ * 

1589 

* .* 

15 94 
14 05 



2.6011! 
3.70 1 
3.2ft ' 



"^1 






1 3.131! 3.27JJl522| 6)93 be 199 



S 



!' * 

00 

00 

1SS8 68 

179 49 

394 2 

6905 



1429 33 
8637 



6022 14 

*l * 

162901 

812,79 

74 32 

166 83 

857 50 

1626 87 

* • 






14770 70 436 79 



179 



105 



27 






•t^^ 



IS 



00 
00 



121089 
6644 



632 29 

•. * 



ebiejoo 

•i • 

1437,58 
962,76 

00 

00 

1073 06 

157^9 

846 96 




13380,17116364 soil 12788 37L735 00|]l064 89 3614 84 



* t No! roporUnl. } Fowr towns in Wiunebago County, do not roport under thi^ head, which causes this discrepancy. 



ABSTKACT— Continued. 



NJ1ME8 OF 

COUNTIES. 



Buoww, - - - - . 

Calumut, - _ - 
c0i.umiiia, - - - . 

CllAWFOKI), - - - 

Dawe, - - - - - 

DoDdB, - - - - - 

.FoNi) im i,Ac, - - 
(iiiArsr, - - . - _ 

GuKBN, - - - - 
loWA, - - . - . 
^ JnWi'MlHON, - - - 

La Fa¥Kttb, - - - 
m \nitowoc, - - 

IVl AiniuuT ri;, - - - 

MlI.WAHKUH, - - 

I'OK'I'AOI'., - - - . 

IIawnu, - - . . 
Hock, - - - . . 
H'r. Oiuux, - - - 
Sauk, - _ - - , 

t^llKllOVdAN, - . . 

Wm.woici'ii, - - 
Wasiiijsuton, - - 
Wauuhsha, - - 

WiNNlMlAOO, - - 



Names of authors of Gram 
rnarH most used in Bchools. 



Urown. 

Brown, Sniitli k Kirkhani, 

yinitli ik, Urown. 

Kirkham. 

Kirkliam. 

Kirklinm. 

Kirklmin luul Sinitli. 

Brown luul Kirkliuni. 

* 

Kirkliam. 

Smith. 

Smith and Kirkham. 

* 

Smith. 

* 

Urown, Kirkliam &, Baldwin 
Brown. 

* 

Urown. 
Hrown. 
J\irklm\u. 
Urown. 
Brown nnd Kirklmin. 
Brnwii. 



Names of authors of Arith- 
metics most used in schools 



Names of authors ofRead- 
m^ Books most used in 
schools. 



Names of authors of Spel- 
ling; Books most used in 
schools. 



Names of authors of Geog- 
raphies most used in 
schools. 



Smith. 
Adams. 
Smith. 
Adams. 
Adams. 
Adams. 
Adams. 
Ray ond Adams. 
« 

Adams. 
Adams. 
Adams. 

* 

Davios. 

* 

Adam.-i, Kmorson. Thompson 
Smith, Adams and Colhurn. 

• 

Adams. 
Adams. 
Adams. 
Adams. 
Adams. 



Town. 

Sanders. 
Webster and McGufTey. 

Sanders. 

Sanders. 

Sanders. 

iMcGufiby. 
Sanders and Goodrich. 
* 

Webster. 
McGnfley. 
Sanders and Goodrich. 

• 

MeGnffoy, 

* 

Sanders, .MHiufiby 8i Porter' 
Sunders. 



Webster. 

Webster. 

Webster. 

Webster. 

Webster. 
Sanders and Webster. 

Webster. 
Webster and Sanders. 
* 

Sanders. 
Webster. 
Webster. 

« 

Webtor and McGuffoy. 

Sanders and Webster. 
Sanders. 



Statu, 



* Not ropurtod 



Brown and Kirkhani. 



Sanders and MeGufToy. 
Sanders. 
Sanders. 
Sanders. 
Sanders. ' * 

Smith. Webster. Sanders, IM'GnrtV 



Webster. 
Webster and Sanders. 
Sanders and Webster. 

Webster. 



Morsel and Barley. 

Morse and Olnoy. 

Olney. 

Oliiey. 

Mitehell. 

Morse. 

Smith. 

Morse and Olney. 

* 

Morse. 
Smith. 
Morse. 

» 

Morse. 

» 

'Smith, Oliiov, Morse, Mitch 
i CMney. [ell 

I (Joddrich. 

I Smith. 

I OInuv. 

I Smith. 

Morso. 

Smith. 



Adams. 



Sanders. 



Sanders 



Morse. 




S7 

All this work had to be done between the 1st of May 
and the 1st of September, if done in time for districts to 
be organized and reported. In many towns changes so ex- 
tensive could not be completed within this time; conse- 
quently from all such towns we have no reports, or 
if any have been made from any of them, they must 
necessarily be more or less deficient. The effect of this 
state of things upon the returns made to this office is such 
as might be expected. 

The absence of all reports from some Districts and 
Towns, and the partial reports from others, have created 
inaccuracies and discrepancies in the abstracts transmitted 
by the Clerks of County Boards of Supervisors, which can- 
not be corrected or particularly explained without refer- 
ence to the originnl reports of clerks of school districts, 
which are sent only to the Town Superintendents, and 
are of course beyond the reach of this Department. 

I do not know that it was practicable under the circum- 
stances for more to be accomplished than has been, or 
that blame is justly chargeable to those entrusted with 
the duty of making the reports. A sufficient explanation 
is to be found in the great changes and revolutions that 
have taken place in the affairs of the school districts dur- 
ing the past season; and from my knowledge of the fidel- 
ity and zeal of the Town Superintendents and other 
school officers with whom I have had intercourse, I am 
inclined to be satisfied with that explanation. 

The experience of another year under the benign influ- 
ence of our present law will undoubtably place another 
and better aspect upon all the affairs of our public schools. 
We have made a beginning and it must be regarded as a 

^'7 



98 

successful one, if proper allowance is made for the disad- 
vantages under which we have laboi'ed. 

In the abstract, under the head of money received and 
expended, some items have undoubtedly been inserted in 
the wrong column. Other mistakes have probably been, 
made in stating average numbers and amounts. 

To secure full and accurate reports hereafter, it is res- 
pectfully suggested to the Legislature that the State Su- 
perintendent be authorized to prepare and cause to be dis- 
tributed to all school officers charged with the duty of mak-- 
ing reports, printed blank forms for making the same, ac- 
companied with the necessary instructions. 

Condition of SoJiools. 

In the foregoing abstract will be found all the informa- 
tion concerning common schools contained in the reports 
of the Clerks of County Boards of Supervisors to this 
office. It comprises returns of the number of school dis- 
tricts and parts of districts, the number of children be- 
tween the ages of four and twenty years, the number 
of months schools have been taught, the amount of money 
received and expended, the text books most used, and the 
condition of school houses, up to Sept. 1st, 1849. 

It will be seen that from two Counties no returns are 
reported, while in the remaining twenty-three from thirty- 
four towns none are reported, maldng altogether fifty de- 
linquent towns. The remaining 266 report 1430 whole 
districts and 455 parts of districts, 350 of the former and 
102 of the latter not reporting. 

In regard to the two Counties not reported, a commu- 
nication has been received from the Clerk of Portage 



99 

County stating that no reports whatever have been made 
to him by the Town Superintendents. From Iowa County 
no explanation has been received.* 

By calculating from the data in the abstract, giving to 
each delinquent town the average number of districts and 
parts of districts, the numbers not reported are increased 
to 619 whole districts and 188 parts of districts respect- 
ively, more than one third of the whole number in the 
State. 

This deficiency is to be accounted for in many of the 
districts by the fact that at the date of the report they 
were not fully organized. 

The whole number of children stated as attending 
school is 32,147. This must be much below the actual 
number, for forty-six towns make no return of numerical 
attendance of children, while they report in another col- 
umn that schools have been taught, thus m.aking 96 towns 
out of 317 not reporting on this point. This gives an 
average of 146 children attending school in each town, 
or 46,136 for the whole State, 

The whole number of children between four and twen- 
ty years of age residing in the State is reported to be 
70,457, of whom 36,168 are boys, and 34,299 are girls.— 
This, asrain, is below the true number on account of the 
omission of 59 towns to report. By calculating from the 
average for the State as I have done above, which is 
the only method of approximating to the truth, 274 near- 
ly, is the average per town, and 80,445 the whole num- 
ber of children in the State. 



*Since the above was written, a report has been received from Iowa County, 
too late, however, for insertion. 



100 

The smallest number of children reported in any towr* 
is 25, the greatest number, 4,945, is in the city of Mil^ 
waukee. 

The average length of time for the State that schools 
have been kept is 3.93 months, the teast time in any one 
town being 0.-33 months, in the town of Albany, Green 
County, and the greatest 12 months, in the towns of Ver- 
<7na, Dane County^ .and White Oak Springs, La Fayette 
County. 

The fullest attendance of schools in proportion to the 
number of Children i& in Rock County, the attendance 
being nearly 75 per cent, of the whole number of childrefi;. 
the greatest average length of time schools have been 
taught, 5.26 months, is also in Rock County; the least, 1.77 
months, is in Green County. The attendance for the 
State is 54 per cent., using the corrected numbers. 

The number of children ttnder four years of age at- 
tending school is 268; the number over twenty, 219. 

The average length of time children under twenty and 
over four years of age have attended school is 3.76 
months. This compares very well with the average 
length of time schools have been been taught, but this is- 
somewhat erroneous, for several of the Counties report 
the average number of months attendance greater than the 
average number of months schools have been taught,^ 
which cannot be true. If all the children going to all the 
schools of the County attended for the full term, with- 
out any one losing a single day, the avera.ge time of at- 
tendance would be exactly equal to the average time 
school is taught. In no case can it be greater, and there 
is no doubt but that in every case it is lesss- The report? 



101 

of those CtDunties, then, which carry these evidences of 
error, must be rejected from this column, and the average 
number of months attendance of schools by children be- 
tween four and twenty years of age is thus reduced to 
3.46; and this is still very favorable. 

The average number of months for the State that 
schools have been taught by male teachers, 3.13; by female 
teachers, 3.27. This also requires examination. 

If, in a town, some of the district schools are taught by 
male teachers, and the residue by female teachers, for a 
whole term, then the sum of the average lengths of time 
xschools have been taught by male and female teachers, 
will be double the average number of months schools have 
been taught. Or if all the district schools have been kept 
part of the time by female teachers, the pverage number 
of months schools liave been taught would be equal to the 
sum of the average lengths of time schools have been 
taught by male and by female teachers. But if, in the 
more general case, some schools in a tow"n have been 
wholly taught by male and some by female teachers, and 
the remaining schools part of the time by male and part 
of the time by female teachers, the average length of 
time schools have been taught by male teachers, and that 
by female teachers, will each be less than the average 
length of time schools have been taught, and their sum 
will be greater, but never double. The same rule holds in 
regard to Counties- By applying this test to the abstract 
it leads to the rejection of nine counties from these col- 
umns, and alters the average time to 3.08 months for male 
and 3.18 months for female teachers. 

The number of days lost in schools by tardiness is re> 



10^ 

ported to be 76; by absence, 159. These numbers are 
of little value, as only nine towns reported on these sub^ 
jects. 

The average amount of wages paid to male teachers is 
$lb,22; to female teachers, $6,92; the highest County 
averages, for male teachers, #23,50; and for female 
teachers, Crawford County, $12,50; but one town, how- 
ever, is reported in Crawford County, giving its undue- 
preponderance in the average. The highest wages paid 
to teachers is in the town of Southport, Racine County, 
and is $40 to male, and $20 to female teachers. 

The whole valuation of school houses amounts to 
$79,818,75 in 134 towns, 182 not reporting under this 
head. This gives an average per town of $565,75^ 
and for the whole 316 towns in the State, $181,637,00. 
The number of school houses appears to be 704, of which 
36 are built of brick, 25 of stone, 359 of logs, and 294 
are frame buildings. The number of towns reporting in 
this. matter is 171, and this gives an average result of one 
brick school house to every seven towns, and one of stone 
to every seven towns, two of logs in every town, and two 
framed ones nearly, in every town. The estimate from 
this, of the whole number of school houses in the State 
is 1313, which is considerably less than the number of 
school districts. 

The highest valuation of any school house is $5000,00 in 
the town of vSouthport, Racine County; the lowest is 
seventy-five cents. 

The number of school house sites reported as contain- 
ing less than one acre is 511 ; the number unenclosed 582; 
the number without separate privies for the different sex- 



103 

es 519; the number of school houses without a black 
board is 331; without maps, 474. These numbers, when 
corrected for the State, stand 853, 1085, 968, 617, and 

884 respectively. 

The text books most used in the schools are Brown's 
Grammar, Kirkham's Grammar, Adams' Arithmetic, 
Saunder's Readers, Webster's Spelling Book, and Morse's 
Geography. 

There are 94 unincorporated private schools reported 
with an average attendance of 25 pupils,, 2359 children 
attending them all. This is only 2 72-100 per cen^of all 
the children in the State. It remains to be seen from the 
returns of future years, whether the attendance increases 
or declines, and it will be a strong test of the success of 
our public school system. 

The number of incorporated academies reported is two ; 
the average number of pupils is not reported. 

The monetary affairs of the school districts have been, 
during the past year, in great confusion, owing to the fre- 
quent changes that have been made in the laws. Deriv- 
ing no aid from the school fund, the school lands not having 
been sold, the schools have been supported by private 
subscription, by tax upon district property, and by amounts 
received from Town and County Treasurers. The fre- 
quent changes in the law have occasioned frequent changes 
in school officers, and in the manner of receiving and pay- 
ing out school moneys. Hence the discrepancies between 
the amounts received and expended. 

The " amount of public money received" is stated to 
be $17,313 61. The amount received from County 
Treasurers is reported $426 70; from Town Treasurers, 



104 

#12,286 17, and from other sources, $5,254 86; their sum 
is $17,967 76, and ought to balance the amount of "pub- 
lic money." This, however, is not the case, the difference 
being $654 15. 

The amount of public money expended for teacher's 
wages is $12,788 37; for libraries, $725 00; for other pur- 
poses, $1,054 89; and the balance on nand is $2,541 84. 
The sum of these is $17,083 10, which ought to balance 
with the above, but is too small. 

The amount raised by tax in districts and expended for 
teachers wages is $10,1.12 30; on school houses $15,988,- 
22; on libraries, $8 00; for fuel and other purposes, 
$913 94; the sum of these is $27,022 47. Add to this 
the amount of public money received, $17,313 61, and 
we obtain for the "whole amount of money receivsd'" 
$44,336 08; but the " whole amount of money received"' 
is reported much below this sum. 

Sclwol Fund. 

Reports of the appraisal of school lands have been re- 
ceived in the Secretary's Office from twenty-five Coun- 
ties, some of which are far from being full. Four hun- 
dred and five sections sixteen are reported; the aggregate 
appraised value of wliich amounts to $960,968 06. De- 
duct from this the valuation of Racine city, $74,205 25, 
and we have 404 sections valued at $886,762 91, which 
gives an average value per section of $2,194 96. 

I. A. Lapham, Esq., of Milwaukee, [See Appendix A.] 
estimates the area of the State at 54,816 square miles; 
one thirty-sixth of which, 1,523, is the number of school 



105 

sections. These, at the average value above found, 
amount to . . - . $3,342,924 08. 

To this add the Racine City section 16. 74,205 25,. 

The Waukesha and Jefferson canal lands, 14,807 34 
The balance of the 500,000, valued at the 

average appraised value of school lands, 1,668,048 85, 
And the five per cents for 1848 and 1849, 

about, 20,000 00 



And we obtain, - - - $5,11.9,985,52 
for the school fund. To this must be added a certain 
amount every year for the five per cents and fines, of 
M^hich there is not sufficient data vv^ithin the reach of the 
Department to make an estimate. 

About $300,000 of the valuation of the lands so far re- 
ported is pre-empted. Deducting this from the value of 
the lands, and supposing the remainder to sell at auction, 
on the average at thirty per cent, advance on the ap- 
praised value, the fund would amount to $6,950,000 near- 
ly, without including what may hereafter be derived from 
fines and the five per cents. It will be safe, certainly, to 
estimate the school fund at five millions of dollars. 

A]yportionr)ient of the Income of tlw Selhool Fund, 

By special act approved March 31st, 1849, persons 
claiming pre-emption on lots in the Racine City section, 
became entitled to receive a conveyance thereof on pay-, 
ment either of the whole valuation, or ten per cent, down, 
and bond and mortgage security for the remainder at op- 
tion, the seven per cent interest in advance on the unpaic| 
balance not being required. 



106 

The whole value of this section by the last appraise- 
ment including cost of appraisal was $74,405 00. Sales 
were effected last summer to the amount of $74,474 7% 
on which $9,511 86 was received, and the remainder se- 
cured by 392 mortgages. Of the amount received $951 75 
was paid into the County Treasury to defray the costs of 
appraisal, and $8,400 of the remainder was loaned on 23 
mortgages, making four hundred and fifteen mortgages, 
altogether, on this section. The unloaned balance in the 
hands of the Treasurer is $160 11. 

The seven per cent, interest in advance on the $8,400 
loaned as above by the Commissioners, amounts to $588, 
and constitutes the income of the school fund for the 
present year; this distributed as directed by law amounts 
to eight and three-tenths mills per child. Milwaukee 
County will receive the largest amount $69 63, and St. 
Croix County the smallest, twenty-four cents. The av- 
erage apportionment per town is $2 32 i; per district it 
is forty-seven cents. A sum so very small will hardly be 
worthy of distribution. 

The sale of school lands which will take place in 1850, 
will probably secure an income of at least thirty thousand 
dollars to be apportioned among the several towns of the 
State in the spring of 1851; till which time the schools 
must be altogether supported in the manner now provided 
by law. 

Plans fo^' the ImipTovement and Management of 
the Common School Fund. 

The law passed by the last Legislature provides for the 
sale of the school lands and the investment of the funds. 



10*^ 

This law after prescribing the manner of selling and 
leasing the lands further provides: that the nett proceeds 
of the sales form a perpetual fund, the interest of which, 
together with the revenue derived from the interest on un- 
paid balances and rents, shall be appropriated to common 
schools, academies, normal schools, and the purchase of 
libraries and apparatus for the same. That the principal 
be loaned out and the interest applied to the current ex- 
penses. It empowers and obliges the Commissioners to 
loan to citizens of thi^ State in sums not less than $100 nor 
greater than $500, on security of bond and mortgage on un- 
incumbered real estate of double the value of the sum loan- 
ed, and they may appoint Commisioners to appraise the 
premises offered on mortgage: mortgagee to show com- 
plete chain of title and prove no incumbrance. It provides 
that the mortgage shall be considered of record from its 
date; that the moneys arising from the sale in any County 
be loaned exclusively in that County, and fixes the interest 
at 7 per cent, invariably in advance: that when any sum 
greater than f 1000 is in the Treasury it shall be loaned as 
above provided: that no loans shall be made for a longer 
time than five years, but this time may be extended from 
year to year by payment of interest, and may be paid up, 
if mortgagee chooses, at any time when the annual inter- 
est falls due: that all interest and re-payments be paid in- 
to the State Treasury. It also further provides that when. 
interest or principal falls due and remains unpaid, the 
Commissioners shall collect by suits or by sale of mort- 
gaged premises or by both, and may also obtain possession 
by action of ejectment: that in case of suit and judgment 
thereon, no stay of execution shall be allowed: that the 
■forfeited property be sold at auction and in case no sale 



1-08 

can be effected, the Commissioners shall purchase on ae~. 
count of the proper fund, and as soon as may be practica- 
ble sell again to the highest bidder. 

As no lands have been sold except the Racine City 
school section, but a small sum as yet has been realized to 
invest, and we have no experience in the working of the 
law. I therefore do not feel called upon at the present 
time to enter into any discussions of the mode of invest- 
ment proposed. 

CoTre^sjponderiQG. 

It is made the duty of the Superintendent " to open 
such correspondence abroad as may enable him to obtain 
as far as practicable, information relative to the system of 
common schools and its improvements in other States and 
Countries, which he shall embody in his annual report to 
the Legislature." 

In compliance with this duty I herewith submit such 
portions of the correspondence of the Department [see 
Appendix B.] as relate to the subjects mentioned. It will 
be found to express opinions of great weight on manv 
topics of interest and importance to the citizens of Wis- 
consin at the present time. 

Counties visited. 

The Superintendent of Public Instruction is required to 
visit annually, as far as practicable, the different Counties 
of the State for the purpose of promoting the interest of 
public schools. 

This duty has been complied with as fully as a proper 
regard to pther officiai obligations would permit. From 



109 

the 26th of March to the middle of October, my time Was 
almost wholly occupied in visiting the different CountieSj 
in holding conventions, visiting schools and conferring 
with the citizens personally upon subjects connected with 
common school education. Every County in the State 
has been visited, except Portage, Richland, La Pointe 
and St. Croix. 

In most instances the conventions that have been held 
ifi the different Counties have been well attended and 
a degree of zeal and public spirit manifested on the part, 
of citizens, highly auspicious to the interests of education. 
All classes seemed to be animated by a desire to place our 
public schools upon the best possible foundation for useful- 
ness and success, and to incorporate into our system of 
public instruction whatever improvements have been sanc- 
tioned by the experience of other States. 

The subjects presented to the citizens of the different 
Counties for their consideration have related principally 
to our system of free schools, the fund provided to sus- 
tain it, the necessity of well qualified teachers, normal 
schools and teacher's institutes, the proper classification 
of scholars, and gradation of Schools, and the importance 
of suitable school edifices. 

These subjects were selected, not only on accotmt of 
their general interest, but also becaiise their proper con- 
sideration by us at the present time is necessary to a wise 
detei'mination of what our common school system shall 
be. Our circumstances are favorable to the establish- 
ment of the best system, and it is confidently believed 
that both reason and experience teach us abundantly what 
the main features of that system must be. 



110 

If the public jnind shall be sufRcieritly informed upon: 
the topics above referred to, so as wisely to direct tt^ 
well-known zeal and enterprise of our citizens, I have no 
doubt that it will lead to the establishment of a system of 
public instruction in this State unsurpassed in the liberaH- 
ity of its provisions and the efficiency of its operation by 
that of any other State. 

This subject, our school system, from its intrinsic impor- 
tance, will claim our attention for the remainder of this 
report, and may properly be considered under 

Plans for the hetter Organization of the Common 
Schools. 

The Superintendent is required to include in his report 
plans for the better organization of the common schools. 
Before proceeding to the consideration of any such plans 
it will be necessary to glance a moment at what has al- 
ready been done towards the establishment of a school. 

system. 

Our Sclwols are to he Free. 

By the 3d Section, Article 10, of the Constitution, the 
Legislature is required to "provide by law for the estab- 
lishment of district schools which shall be as nearly uni- 
form as practicable, and such schools shall be free and 
without charge for tuition to all children between the ages, 
of four and twenty years." 

This being a constitutional provision cannot be disturb- 
ed. It secures permanently to all the children and youth 
of the State the benefits of a free pubUc school. In its 
advantages they all without distinction, are permitted to 
participate. None are excluded, — -none are condemned 



Ill 

by the accidents of birth or fortune to grow itp in ignor- 
ance. The State acts the part of a wise and affectionate 
parent, and dispenses its bounty with an impartial hand to 
all its children. It assumes their guardianship, and by 
means of a virtuous education seeks to train them up so 
as to render them; useful and honorable citizens. 

In this way, by diffusing as widely as possible the means 
of individual and social happiness, it aims at the general 
elevation and improvement of the whole body of the peo- 
ple. 

This wise and beneficent policy is in perfect harmony 
with, the principles of our free institutions; for nothing is 
,more fit and proper than that those who are in a httle 
time to be invested with the rights of sovereignty and to 
control the destinies of the country, should be properly 
educated, — educated for the sphere in which they are to 
move, and for the duties they will be called upon to dis- 
charge. 

The principle of free universal education is an Ameri- 
ican principle. It was first proclaimed on American soil. 
It was conceived in the minds of our early New England 
ancestors and associated with their first thoughts and 
first words of Liberty. Few at the present day . are 
inclined to question its correctness, and in the general 
progress of our institutions it is fast making its way to 
universal" adoption. It has recently been engrafted on 
the school system of New York, and sooner or later 
it must form a part of the educational code of every 
State in the Union. 



112 

Haw -sustained. 

in harmony with the enhghtened views that led to the 
adoption of the free school system among ourselves is the 
liberal provision made in our Constitution to sustain it 

The school fund, as has already been stated, may be 
safely estimated at not less than five millions of dollars. — 
The interest of this at seven per cent, is to be appropria- 
ted annually for the support of common schools. In ad- 
dition to this, at least half as much more is required to be 
raised annually by tax upon property for the same object. 

The impression has been made upon the minds of some 
that the school fund was unnecessarily large, and that the 
income of a smaller fund would have been amply suffi- 
cient to aid the districts in the proper support of their 
schools. A little reflection will show all such impressions 
to be erroneous. 

To determine whether the fund is more than sufficient 
for our educational purposes it will be necesrary to know 
the number of children to be taught and the cost of in- 
struction to each scholar. According to previous estimate 
the present number of children entitled to instruction in 
the common schools is 80,445. 

The annual cost of education for each scholar, taking 
all school expenses into account, cannot be estimated at 
less than three dollars. The number of scholars to be 
educated with the cost of their education, will be continu- 
ally augmented in proportion to the increase of popu- 
lation. 

In 1840 the population of Wisconsin was 30,945; in 
1847 it was 210,546. By this it appears that the popula- 
tion has doubled every 2.5304 years. 



MS 

If we suppose the original 30,945 inhabitants to have 
increased naturally at such a rate as to double itself in 
twelve years^ which is reasonable, (Malthus^ i, 6,) and the 
remaining increase to have resulted from immigration, 
that of each successive year increasing under the same 
law, the yearly immigration would be 19,5^2. 

Adopting the hypothesis that the population naturally 
increases 5.946 per cent, per annum, (doubling in twelve 
years,) and that every year the immigration amounts to 



•30,000, in 1849, the population would be 


277,517 


;. ig5Q u u u u 


314,018 


u I860 " " " " 


799,648 


u 1875 U U U U 


2,325,230 



The number of children reported in 1849, as stated 
above, is 80,^45, which is 29 per cent, of the whole pop- 
ulation. Now by adopting this percentage and estimating 
the annual expenses per scholar of educating these child- 
ren, as low as three dollars, we have in 1848 the number 
of— 
Children 80,445, costing $25T,'335, the int. at 7 per ct. - 

of ------ - 83,447,643 

1850 " 91,065, " 273,195, '' " 3,902,800 

1860 " 231,898, " 695,694, " «' 9,938,500 

1875 " 674,317, " 2,022,951, *' " 28,899,300 

Estimating the school fund as low as five millions, 
(supposing the school lands to have been sold and the in- 
come of the fund to be now available) in 1850 it would 
pay all the expenses and leave a balance; but in 1860 it 
would pay but Kttle over one half, and in 187-5 not one 
■ fifth of the entire expense. 

*8 



114 

111 the above estimate no allowanee is made for the ex- 
pense of school libraries, apparatus, and normal schools;; 
which is also made chargeable upon -the income of the 
school fund. 

It may be objected that an immigration of twenty thou- 
sand a year for twenty-five years is too large an estimate; 
but it is not so. For there is no doubt that our popula- 
tion is now over 300,000; and adop^ting this number, by 
the same calculation as the one above, the immigration 
for the last two years is found to have been nearly 32,000 
per year, showing a great increase. Now the principal 
cause which produced this increase, the bringing the pub-^ 
lie lands into market, will operate for many years to come, 
and though, undoubtedly, when the country becomes more 
densely settled and land increases in price, the immigra- 
tion will begin to diminish, yet for the next twenty five 
years, I think twenty thousand may safely be adopted as 
the average yearly immigration; especially if a proper 
allowance is made for the certain effect of the internal im- 
provements now in progressi* 

It will be seen, then, that the numbers and rates of in- 
crease assumed above are sufficiently moderate. The 
calculation gives the population for the present year less 
than 278,000; but there is little doubt, as has been already 
stated, that it is actually over 300,000. The percentage 
of children between four and twenty years of age is also 
low. But I have preferred using these small numbers, 
because even with them it is rendered sufficiently obvious 
that in a little time our school fund will be wholly inade- 
quate to meet the demands that will be made upon it by 
our rapidly increasing population. The school lands are 



il5 

ribt yet sold, and it will be some years before all the fund 
will be made available. And if it shall be at the expira- 
tion of twenty five years, its income will not then be 
sufficient to pay one fifth of the expense of the schools, 
leaving rising of ^1,600,000 to be raised annually by tax- 
ation. 

School Law. 

At the last session of the Legislature a school law was 
passed carrying out the provisions of the article in the 
Constitution on the subject of education. 

Agreeably to the directions of the legislature, four 
thousand copies of this law with notes and instruction by 
the State Superintendent, have been distributed among 
the several school districts of the State, during the pres- 
ent year. So little time has elapsed since the law was 
passed, that there has been very Kttle opportunity to test 
experimentally the sufficiency of its provisions for the 
particular purposes intended, but I believe, generally 
speaking, they are found to be satisfactory. 

It provides for the divisi©n*of the territory of the towns 
into convenient school districts, and for the organiza- 
tion of such by the election of three district officers : 
for the assessment and collection of district school taxes; 
for the support of schools and the establishment of 
school libraries; specifies the powers and duties of dis- 
trict meetings, of Town Superintendents, of Town 
Clerks, and Clerks of County Boards of Supervisors in 
connection with the schools of their respective Towns and 
Counties. It directs how suits shall be prosecuted against 
school districts, and how judgment shall be collected, and 
affixes penalties to the neglect or violation of duty on the 



part of all those officers of whom dude's are required tin' 
der law. It requires teachers to produce certificates from 
the Town Superintendents that they are qualified in res^ 
pect to moral character, learning and ability, before they 
can be employed, and specifies certain branches to b6 
taught in every school. These branches are orthography; 
reading, writing, geography, arithmetic, and English 
grammar. It provides for the introduction of suitable 
school and text books into the schools, and requires the 
teacher to keep a register of the daily attendance, tardi- 
ness and absence of his pupils. By another act relating" 
to Towns and Town Officers, Town Superintendents are 
to be elected by the electors of the several Towns annu- 
ally at the April elections. 

Such are the leading feattrres of the law under which 
our schools have been organised during the past year ■ 
and so far have we progressed towards establishing a 
system of public instruction. The inquiry now arises, is 
the system complete, and vv^ill it secure the attainment of 
the great end in view, the piioper instruction of the youth 
of our atate 1 In other words, will it secure to the pupils 
in the schools a proper training of their mental powers, 
affections, manners,', and habits, and a proper acquaintance 
with the elements of knowledge which are there proposed 
to be impartedt 

Teachers, before they can be employed, are required 
to be examined by the town superintendents. But the 
sole object of this examination is to ascertain whether 
they are qualified or not. Such an examination can have 
no efficiency in imparting the knowledge and ability that 
constitute the qualification. Neither is there any magi© 



S17 

Im a town superintendent's certificate, to make the teacher 
know more after he receives it than he did before. This 
mode of examining teachers and certifying to their qual^ 
ifications, has long been in use, and has undoubtedly done 
some good. It has probably excluded from the schools 
many grossly incompetent teachers, who otherwise might 
have been employed in them. I would therefore retain 
the mode for the little good it is calculated to do. What 
we need is a system of means by which teachers may be 
qualified. The business of teaching is professional, as 
much so as that of law or medicine. It has its theoreti- 
(;al principles and its rules of practice, and without an 
acquaintance with these, he who arrogates to himself the 
name of teacher, is a mere pedagogue. No matter how 
accurate and extensive a man's general scholarship may 
be, special training, a com'se of professional reading, in- 
struction, and practice is deemed necessary to make him 
a successful lawyer or pbysician. 

This special training is as necessary to the teacher as 
it is to those who engage in what are called the learned 
professions, and more so; for the training of the youth- 
ful mind and character is a more delicate and difficult 
task, and one involving more momentous consequences 
than any other committed to human hands, and before so 
important a trust is committed to the hands of a teacher, 
he should be thorougWy fitted for his work, and not only 
be made acquainted with all the elementary branches of 
knowledge, but should also be furnished with that ready 
ability in regard to means and modes of procedure that 
may be necessary in conducting the various educational 
processes. But how can we expect to find such teachers 
iinless special means are provided for training them for 



118 

their business; and if a few good teachers could be ob- 
tained without the use of such means, there would be 
but few, and the general qualification of teachers would 
be left where it always has been. 

We must have, then, teachers' seminaries of some des- 
cription, where the business of teaching is made a sys- 
tematic object of .attention* 

Normal Schools. 

In Massachusetts and New York, where more has been 
done for the proper qualification of teachers than in any 
of the other States, teachers' seminaries, commonly cal- 
led Normal Schools^ have been estabhshed. This term 
'' Normal School" is borrowed from Prussia, where such 
schools have long been in successful operation. There is 
no fixed plan upon which such schools should be estab- 
lished. The plan may be varied to suit the difference in 
circumstances and social condition of different commu- 
nities. 

That institutions of this kind are needed in Wisconsin, 
is not only obvious from general considerations of their 
expediency, but provision has been made for their estab- 
lisnment by express terms in the constitution. By Sec. 2 
Art. X, of the Constitution, it is provided that after the 
wants of the common schools shall ha.ve been supplied, if 
there shall remain a balance of the income of the school 
fund unexpended, a portion of the same shall be appro- 
priated to the support and maintainance of Normal 
Schools, and suitable libraries and apparatus therefor. 

The subject of a seminary for teachers in New York 
was first presented by De Witt Clinton in one of his an- 



119 

hual messages to the Legislature of that State. The first 
!A.ct in that State for the avowed object of promoting the 
education of teachers was passed in 1827, by which the 
income of $150,000 was distributed among the several 
iicademies of the State, to aid them in estabHshing courses 
of lectures and exercises for the preparation of teachers. 

This act did not accomplish the object desigaed, and in 
1834 another act was passed by virtue of which one acad- 
emy in each of the eight senatorial districts of the State 
was selected, and five hundred dollars appropriated to eh.ch 
of them to purchase a library and apparatus adapted to 
the use of those who w^ere preparing to be teachers; and 
four hundred dollars to each to provide for a special course 
of instruction in teaching. This act continued in force 
till 1844 when it was repealed and the legislature by a 
unanimous vote of both houses appropriated $10,000 a 
year for five years for the establishment of a Normal 
School at Albany. In the year 1848, the Legislature ap- 
propriated the further sum of $15,000 for the erection of 
a suitable building. The number of pupils in this school 
is limited to 256, each county having the privilege of ' 
sending twice as many pupils as it has* members of the 
Assembly. Pupils admitted into the school have a right 
to remain for a period of two years, or until they gradu- 
ate and are thoroughly instructed in all the elementary 
branches- The tuition is free and the pupils are furnish- 
ed with the use of text books without charge. Besides 
this, each individual receives four cents a mile on the dis- 
tance from his county seat to Albany to defray his travel- 
ing expenses. Each of the teachers educated in this Nor- 
mal School, according to the estimate of the Executive 



120 

committee, costs the State fifty dollars. The whole cost 
of the school to the State for the last year, according to 
the last report of the Executive Committee was $10,- 
979 96, and this, it is calculated, will be about its annual 
cost. 

Such is the New York plan. I have given the history 
of the measures that led to its adoption for the purpose 
of shewing the im^portance attached to the subject in that 
State. 

In Massachusetts three Norma] Schools have been es- 
tablished under the general direction of the Board of 
Education. In these schools the number of pupils is not 
limited as in New York. All who apply may be admitted 
if found qualified according to certain conditions specified. 
Tuition is free, but all other expenses are defrayed by the 
pupils. The minimum time of study is fixed at one year. 
Pupils who make good proficiency may receive at the ex- 
piration of that time, a certificate of quaUfication. The 
annual cost of these schools to the State is $7,000. 

As I have already remarked, the establishment of Nor- 
mal Schools in Wisconsin, is an object contemplated in 
the Constitution. In addition to this, by an act incorpor- 
ating the University, provision is made for the erection 
of a Normal School Department in that Institution. 

It will be seen by the following communication from 
Chancellor Lathrop, that that Department is about to b& 
organized, and it will be for the Legislature to determine 
whether any and what other additional measures may be 
necessary to be adopted on the subject of Normal School 
education : 



121 

University op Wisconsin, ^ 
Madison, Dec. 12th, 1849. V 
Hon. E. Root, 

Superintendent of Public Instruction: — 
Sir— I have the honor to transmit herewith to the De-- 
partment of PubUc Instruction, a copy of an Ordinance 
of the Board of Regents constituting in the University a 
"Faculty of the Theory and practice of Elementary In- 
struction." 

You are aw^are of the fact that the charter of the Uni- 
versity contemplates the estabhshment of such a faculty,, 
with the wise intent of furnishing through this agency 
the best possible means of preparing the educators of the 
young mind of the State for their high and responsible 
vocation. 

You will please to regard this ordinance as evidence 
of the desire of the Board to ca,rry out the benign object 
of the charter, by making the University in the highest 
degree "subsidiary to the great cause of popular educa- 
tion." 

I invite your attention to the ordinance, and will with 
great pleasure receive and lay before the Board of Re- 
gents any suggestions you may be pleased to make, cal-- 
culated to make the University a more efficient auxiliary 
to the Department of PubHc Instruction. 
I am Sir, with great respect, 
Your Ob't Serv't, 
Signed, J. H. LATHROP, 

Chan'r Univ. Wis. 

Extract from "An Ordinance providing for the organ-^ 
ization of the Department of < Science, Literature and 



122 

Arts,' and of 'Theory and Practice of Elementary In- 
struction.' " 

"The Regents of the University do further ordain: 
" 1. That there be hereby established a Normal Profes- 
sorship; and that it be the duty of the Chair to render 
instructi9n in the art of teaching, comprising the most ap- 
proved modes of inculcating knowledge and administering 
the discipline of the common school; and in such branches 
of study as may best prepare the pupils in this department 
for their honorable and useful vocation as educators of 
the popular mind. 

"2. That the Chancellor and the Normal Professor con- 
stitute the Faculty of the " Theory and Practice of Ele- 
mentary Instruction," whose duty it shall be to hold an- 
nual sessions of at least five months, for the instruction of 
the Teachers' Class, composed of such young men as may 
avail themselves of the advantages of this department, 
with a view to the business of instruction in the academy 
or the common school within the limits of the State. 

" 3. That the members of the Teachers' Class be mem- 
bers of the Uiiwersity, entitled to its privileges and amen- 
able to its discipline; that in addition to the instruction in 
th3 Normal Department, they have free access in connec- 
tion with the regular classes, to the lectures of the other 
professors, and have the use of the library and other ap- 
paratus on the same terms and conditions with the mem- 
bers of the regular classes. 

" 4. That the pupils of the Normal Department be entitl- 
ed to the instruction of the University without charge; and 
to this end it shall be the duty of the Chancellor to admit 
to the Teachers' Class, any young man of suitable age 



and unexceptionable character, who shall present the cer- 
tificate of the Treasurer that he has executed his written 
obhgation to pay the usual fees of tuition, conditioned to 
be void in case he shall have been engaged in instruction 
two years within the four next succeeding the period of 
his connection with the University. 

" 5. That at the close of the course the members of the 
Teachers' Class, shall, if approved on examination, have 
a part in the exercises of the Commencement, shall be 
admitted to the appropriate degree in the art of teaching 
and receive a diploma from the hands ofthe Chancellor. 

" 6. That it is the fixed intention of the Regents to thus 
make the University of Wisconsin subsidiary to the great 
cause of popular education, by making it through its 
Normal Department, the nursery of the educators of the 
popular mind, and the central point of union and harmo- 
ny to the educational interests of the commonwealth." 

It will afford the friends of common school education in 
our State no little satisfaction to leara that this early ac- 
tion has been had towards the orga.nization of this de- 
partment in the University; for it is now made certain 
that in a Httle time some efficient means of instruction 
will be provided for the qualification of teachers. It is a 
matter of pleasing reflection also that the University is to 
be brought into this close and intimate connection with 
the common schools, and to lend its powerful aid so di- 
rectly and fully to their support. 

The plan sketched in the ordinance submitted by the 
Chancellor is worthy of our consideration. Its principal 
features are as follows. There is to be a one term course 



124 

of five months in each year, in which the studies to be 
pursued and the instructions given are to have exclusive 
reference to the theory and practice of teaching. The 
Slumber to be admitted to the department is not limited ; 
all vp'ho choose to engage in the business of teaching may 
participate in its advantages. The instruction of the de^ 
partment is to be free on condition that those who enjoy 
its benefits do actually engage with,in four years after- 
wards in teaching, for the period of two years. The pu- 
pils of the department are to be members of the Univer- 
sity — to have the use of its library and apparatus and 
free access to the lectures of the other professors. They 
will also be entitled, if found qualified on examination, to 
an appropriate degree at the University Commencement, 

The plan of this department, it will be perceived, is 
entirely different from the plans of those of New York 
and Massachusetts above referred to. It does not pro-. 
pose, like the schools in those States, to educate teachers 
in those branches that are commonly pursued in our 
common schools. Its design appears to be to afford to 
all the teachers of the State who may choose it, an opT 
portunity of receiving a thorough and practical course 
of instruction in the best " modes of inculcating knowl-; 
edge and administering the discipline of the schools." — <■ 
It will embrace as a matter of course, a review of the- 
branches to be taught in the common schools, with instruc- 
tions in such other branches as may be essential to the 
teachers' profession. The term to complete the course be- 
ing five months, and the tuition being free, it will place it in 
the power of every teg,cher in the State to avail himself of 
the benefits of the departrnent Somie, and probably ver j 



325 

jTjiany teachers would have been excluded, had the course'' 
been extended to a period of twelve months or two years. 
Many would have been excluded by the expense of boardv 
for teaching has never been a lucrative business. But I 
trust the growing interest and intelligence of the people- 
on the subject of education will be attended with such an 
increase of compensation as to render the profession of 
teaching more desirable to those who qualify themselves 
for it, than it has been. The five months course is 
well adapted to the wants of those who are in lirhited pe- 
cuniary circumstances, and it is trom this class principally 
that we niust expect to furnish our schools with teachers. 
ThoSe in opulent circumstances will be allured by such 
pursuits as are more tempting to their ambition. It can- 
not be objected to the shortness of the course that its 
effect will be to make teachers superficial; for the stand- 
ard of qualification for graduation in the department will 
Undoubtedly be made sufficiently high to guard against 
such an objection. The pupils of the department will be 
members of the University and entitled to its privilegeSj 
and when they completed the course required, may become 
graduates of the University. 

The instructions and honors of the institutions being 
thus gratuitously tendered, we rriay reasonably expect 
that the Depa/tment will be crowded with pupils as soon 
as it shall be organized, and that a new impulse will be 
imparted to the cause of popular education in the State. 

Such, it seems to me, are the reasonable anticipations 
that may be entertained in regard to this Department of 
the University, if it shall be organized in the manner con- 
templated. 



126 

It is proper here to remark, that I am informed by the 
Chancellor, that in connection with the Department, ar- 
rangements will be made for the proper instruction of 
females who may wish to become teachers, also for the 
establishment of a model school. 

The question now arises, will this Normal School De- 
partment of the University be sufficient to supply the de- 
mand of our schools for well qualified teachers. 

If aided by some subordinate agency such as the 
Teachers' Institute, I am inclined to believe that for the 
present it will be sufficient: and hereafter if it shall be 
found that other schools of the kind are necessary, the 
school fund will be available for that purpose. 

Teaclieri Institute. 

This is an instrumentality of great value, and should 
not be overlooked in the arrangement of our means for 
the advancement of common school education. 

An Institute, as ordinarily constituted, is " a voluntary 
association of common school teachers, assembled for 
mutual improvement in a knowledge of the sciences and 
the art of teaching them with great ability." It is a sort 
of temporary normal school, and can be chea,ply and con- 
veniently adapted to the wants of any number, large or 
small. It is comm.only so organized as to "hold a session 
varying in length from two to four weeks in a year, under 
the general direction of one or more experienced scholars 
and practical educators. The exercises of an Institute 
consist principally of lectures upon educational topics, 
discussion of modes of teaching, a review of the branches 
of school study, and a free interchange of opinion upon 



127 

every subject connected with the teacher's profession.-— 
Teachers' Institutes have been in successful operation in 
all the Northern States for a number of years, and the 
testimony of experience is universally in their favor. In 
several of them it has been permanently incorporated 
into their school systems. 

In 1846y the legislature of Massachusetts made an an- 
nual appropriation of the sum of $2,500 for the purpose 
of defraying the expenses of Teachers Institutes at such 
places in the State as should be appointed by the Board 
of Education. 

In 1847, the Legislature of New York appropriated a 
still larger sum to the different Comities in that State, 
for the same object. 

In 1848, the General Assembly of Connecticut provided 
by law for holding " schools of teachers" in sixteen dif- 
ferent places in that State, in the months of September 
and October annually. 

In 1849, the Legislature of Ohio made an annual ap- 
propriation of $100, to be expended in each County of 
the State, for the support of Teachers' Institutes, where 
half such sum should be subscribed by a certain num- 
ber of resident teachers, for the same purpose. 

During the past year, voluntary associations of the kind 
have been formed in every County of our State that I 
have visited, except one; and I have reason to believe 
they will be zealously sustained by the public spirit of our 
citizens. But in order to establish them on a foundation 
of permanent usefulness, some Legislative aid is necessa- 
ry. I would therefore respectfully recommend that their 



"support be suitably pfovided for by law. Abstracts of 
the laws of the States above referred to, on this subject, 
are herewith submitted for the information of the Legis- 
lature— (Appendix C.) 

SgJwoI Houses, 

The following suggestions on the subject of school edi- 
fices, their structure and furniture, were inserted in the 
instructions that accompanied the school law published by 
the direction of the Legislature, They are believed to 
be in accordance with modern improvements and were 
prepared to answer the many inquiries that were address- 
ed to this department on that subject. 

"As inquiries are continually addressed to the State Su- 
perintendent, in relation to the proper structure of school 
houses, he deems it his duty in this place, to make such 
suggestions on that subject, and others connected with it, 
as may be sufficient to inform and direct the judgments 
of those interested. 

'■' A few suggestions only can here be made. 

" The site of the school house should be located in a 
dry, healthy and sheltered situation, and so remote from 
the highway, and from the vicinity of public business, that 
the order of the school may not be disturbed by noise or 
sight of passing objects. 

" The quantity of land embraced in the site, should not 
be less than one acre. It should be sufficiently spacious 
to afford ample room for play grounds, and for the erec- 
tion of separate out buildings for the different sexes. It 
should be planted with shade trees, if a natural grove can- 
not be had, and inclosed with a neat and substantial fence. 



129 

** The school edifice should present to the eye, nti at" 
^iractive exterior appearance and good architectural pro- 
portions. In calculating its size the two following par*, 
ticulars must be regarded: 

"Ist. There should be a separate entry for each sex, 
•distinct from the school room, furnished with a scraper, 
hooks, shelves, sink, &c. 

"2d. The principal ro»©m or rooms, should be sufficiently 
■spacious to allow, at least 162 J cubic feet to each scholar. 
This allowance includes the space necessary for alleys 
•around and between the rows of desks, and what may 
be necessary for a stove, and the conducting of recita- 
tions. 

" The school room should be well lighted, with win- 
■dows on two sides only, and not in the direction in 
which scholars are required to sit with their faces. 

" Suitable means should be provided by which the echool. 
room may be properly warmed, and thoroughly and con* 
veniently ventilated. Stoves are commonly used to warm 
school rooms; but the walls should be high, so as to per- 
mit the pipe to be carried at a considerable elevation. 
above the heads of the pupils. To give the powers of 
the mind easy play, it is necessary that the head be kept 
■cool, and the feet warm. Twelve feet is not too great a 
height for the walls of a school room, but the height 
should in no case be le^s than ten feet. Air, when it has 
been breathed loses its vitality, becomes foul and noxious, 
and should be permitted to escape through air passages at 
the top of the walls of the room. To supply fresh air, 
•■an opening may be made through the floor under the 

*9 



130 

stoves, connected with a tube leading through the out-side 
wall of the building. Such opening can be closed when 
necessary. 

"Seats and desks for a school room, should be so con- 
structed as to secure the health, comfort and convenience 
of the scholars. They should be arranged, so that each 
scholar may pass to or from his seat, without being hind- 
ered, and without interfering with or jostling others. The 
top of the desk should be horizontal, or nearly so; and 
the front of the seat should be directly under the outer 
edge of the desk lid, 

''Every school room should be furnished with, at least,. 
a black-board and out-line maps. The black-board should 
be fastened to the wall, and made sufficiently large to ac- 
commodate a number of scholars at the same time. — 
Maps, charts, cards, and pictures in good taste and suited 
to a proper moral effect, are desirable and useful decora- 
tions of a school room. 

" The following plans are given for the purpose of illus-- 
trating the proper internal structure and arrangement of 
school edifices. As far ps the size of the building is concern- 
ed, these plans are not designed as models exactly to be 
followed; but from their inspection it is presumed abetter 
idea can be had of the objects intended, than can be con- 
veyed by any written description. The size of the school 
house must be determined by the number of scholars ta 
be accommodated; and its architectual style will be de- 
termined by the wealth, taste and public spirit of the 
inhabitants of the district where the house is to be erected... 

"The first plan is of a school house with one school 
room.. 



131 

•*' The second plan is of a school house with two school 
•rooms. In the more wealthy and populous districts, it is 
desirable that school houses should be built with two 
rooms, for the better classification and instruction of the 
scholars. In such cases, female teachers can be econom- 
ically employed to teach the primary scholars, in one of 
the departments. 

'^' The third plan is of a union village school house, with 
different departments under one principal, aided by assis- 
tant teachers, 

^' The fourth plan is designed to exhibit in perspective 
u suitable form for a school room desk and seat." 

The plans referred to are on the most approved models, 
ajid the engravings of the same are well executed. 

In addition to the suggestions above made 1 would fur- 
ther remark, that on the subject of school houses, as well 
as every other connected with the education of our youth, 
a prudent regard should be had to the feelings and cir- 
cumstances of the different classes of society whose 
friendly co-operation is necessary to success. 

Such measures should be adopted, if practicable, as will 
secure the support of all classes. We need good school 
houses, and there is no danger that they will be too good; 
the danger is all the other M'ay. 

The more refined and wealthy portion of every com- 
munity cherish a feeling of pride in the education of their 
children that they will never be willing to compromise: 
and if the structures that are erected for the accommoda- 
tion of our pubHc schools are offensive to all principles of 
correct taste, and their internal arrangements and fitting 



13^ 

tip imperfectly and coarsely adapted to the end in tieW/ 
private schools with better accommodations will spring up 
to the detriment of pubHc schools^ and disparaging dis-- 
tinctions will be made among children of the same neigh- 
borhood, that will be of the most hurtful tendency to all- 
The policy to be carried out in the establishment of our 
public schools, is to make them in every respect good 
enough for all; and the school houses should be of that 
I'espectable character that will secure a community of 
feeling,, and a union of interest and eftbrt in every neigh- 
borhood^ and among all classes^ in favor of the school? 
that are taught in them. 

I am happy in being able ta &tate that more enlightened 
views are beginning to be entertained by our citizens at 
the present time, in every part of the State, on this im- 
portant subject. Many neat, commodious, and substan- 
tial structures have already been erected, which reflect 
great credit upon the taste, liberality, and public spirit of 
those who contributed to their erection. Others of a sim- 
ilar character are in contemplation, in other places, and 
it is believed that could some aid be afforded^ all the more 
populous districts would soon be provided with suitable 
edifices for the accommodation of their scholars. I would 
respectfully suggest, that the Commissioners for the sale 
of School and University lands, be authorized to vest a 
part of the fund arising from such sales, in loans to school 
districtSu for that purpose. Such loans would be made se- 
cure by becoming a lien upon all the taxable property of 
the district, which might become so indebted. 

Should this course be adopted, it would be necessary 
Ihat any alteration of a school district indebted on ac- 



133 

count of such loan, should be prohibited till such indebt-' 
-edness should be paid« 

GloMsijication of Scholars and Gradation of 
Schools. 

Let it be remembered that the object of our inquiry is 
to ascertain as far as practicable what the leading features 
of our system of public instruction should be, and must 
be, if we are to, accomplish the great object we have in 
view, the proper education of the children and youth of 
the State. Bearing in mind the principle of free schools 
asserted in the Constitution, the provisions made for an 
ample school fund, and what has been said in regard to 
the necessity of well qualified teachers, and of suitable 
school edifices, we come now to a subject not less impor- 
tant, certainly, than those we have been considering, and 
to which our candid attention should be given, if we 
would escape the charge of unpardonable ignorance or 
criminal neglect. 

That subject is, the proper classification of scholars and 
gradation of schools, which I will endeavor to present as 
fully as the brief space allotted to this report will allow. 

By referring to our school law it will be perceived, that 
the principle of classification and gradation is no where 
recognized. A school is required to be taught in every 
district, and the branches to be taught are specified. — 
Further than this, no provision has been made; and car- 
rying out the law as it now stands, all the children of a 
district from four to twenty years of age with their va- 
rious studies, will be collected in the same school and be 
taught by the same teacher. 



134 

This is the plan contemplated in the law; no ojiher i& 
indicated, and if a different and better method has been 
or shall be any where attempted, there is no legal provis- 
ion to ensure its efficiency or permanency, or its general 
adoption. 

It is unnecessary to remark, that the above is the old 
fashioned common school plan, which has nothing to rec- 
ommend it, but the long period it has been in operation. 

The inadequacy of it for the purposes intended, has 
long been felt, and it should be tolerated by us no longei" 
than till a better can be substituted in its stead. 

With the defects of the plan, all who have ever engag- 
ed in teaching, or who have been taught in a common 
school, are more or less familiar. The necessity of a re- 
form on this subject has been one of the standing topics 
of discussion among the friends of education, in every 
part of the country, for the last twelve or fifteen years. 
Say the Board of Education of Massachusetts, in theii* 
eighth annual report, in speaking of a school constituted 
as ours novf are under the law, '' Suppose a school to 
consist of seventy pupils, and to be divided into classes of 
equal numbers,' each class attending to a particular study 
from the alphabet upwards. Suppose such a school to be 
kept for six hours per day for the space of thirty-three 
weeks. Dividing the time equally, each scholar will re- 
ceive, individually, five minutes of instruction daily, one 
half of an hour weekly, and sixteen and a half days in 
the whole time ! Now, here are seventy immortal minds 
which are to be taught the alphabet, spelUng, reading, 
writing, arithmetic, geography, grammar, the definition 
of words, philosophy, &c., &c.j and two and a half min- 



185 

wtes is the average time allowed to each pnpil every half 
day. If it is said that by a classification of the school, 
the time spent by the teacher in the instruction of a class 
is, in fact, instruction given to each individual scholar, it 
is conceded that this is true with pupils of cultivated 
minds. But what shall be said of those who have but 
just begun the study of letters, or simple words, who are 
engaged in learning characters and sounds, and words 
without ideas, things of themselves possessing no interest, 
and which require the most assiduous care of a judicious 
teacher to take from the exercise its utter irksomeness 1 
"\^hat shall be said of a system which, after a few min- 
utes employment, in designating to the learner the appa- 
rent difference in, the various letters of alphabet, leaves 
the young searcher after wisdom to one of three most 
distressing alternatives: either of listening to recitations 
which, of necessity, he cannot understand; or infringing 
upon the laws of the school, by whispering and disorder; 
or, what is the worst of the three, of spending the re- 
maining hours of the day in a state of intellectual inac- 
tion." 

Similar views were expressed in 1841, by Horace 
Mann, then Secretary of the Board of Education of Mas- 
sachusetts: "A more trying situation for a person of 
judgment and good feelings cannot well be conceived, 
than that of having sole charge of a school of sixty, sev- 
enty, or eighty scholars, of all ages, where he is equally 
expose to censure for the indulgences that endanger good 
order, and for the discipline that enforces it. One of 
the inquiries contained in the circular letter to the school 
committees, in 1838, was respecting the ages of the child- 
yen attending our public schools. By the answer it ap- 



13& 

peared, thati n very many places, the schools were attend- 
ed by scholars of all ages between four years and twenty ; 
and ill some places, by those between two years and a half 
and twenty-five; and thus the general regulation of the 
school, as to order, stillness, and a code of fixed laws, 
were the same for infants but just out of the cradle, and 
for men who have been enrolled seven years in the mili- 
tia. Now, nothing can be more obvious, than that the 
kind of government appropriate, and even indispensable, 
for one portion of these scholars, was flagrantly unsuita- 
ble for the other. The larger scholars, with a liberal re- 
cess, can keep their seats and apply their minds for th^ee 
consecutive hours. But to make -small children sit, both 
dumb and motionless, for three successive hours, with the 
exception of a brief recess and two short lessons, is an 
infraction of every law which the Creator has impos- 
ed upon both body and mind. There is but one motive 
by which this violence to every prompting of nature can 
be committed, and that is an overwhelming, stupifying 
sense of fear. If a world were offered to these children, 
as a reward for this prolonged silence and inaction, they 
would spurn -it; the deep instinct of self-preservation 
alone, is sufficient for the purpose. The irreparable inju- 
ry of making a child sit straight, and silent, and motion- 
less, for three continuous hours, with only two or three 
brief respites, cannot be conceived. Its effect upon the 
body is to inflict severe pain, to impair health, to check 
the free circulation in the system — -all which leads to de- 
formity. In regard to the intellect, it suppresses the ac- 
tivity of every faculty, and it is a universal law, in re- 
gard to them all, that they acquire strength by exercise, 
and lose tone and vigor by inaction. The inevitable con- 



137 

sequence is, both to diminish the number of things thev 
will be competent to do, and to disable them from doiiTg- 
this limited number so well as they otherwise might. In 
regard to the temper and morals, the results ai'e still more 
deplorable. To command a child, silent in regard to 
speech and dead in regard to motion, when every limb 
and organ aches for activity — to set a child down in the 
midst of others, whose very presence acts upon his social 
nature as irresitably as gravitation acts upon his body, 
and to prohibit all recognition of, or communication with 
his fellows, is subjecting him to a temptation to disobedi- 
ence which it is alike physically and morally impossible 
he should wholly resist. What observing person, who 
has ever visited a school where the laws of bodily and 
mental activity are thus violated, has failed to see how 
keenly the children watch the motions of the teacher, how 
eagerly, the first moment when his face is turned from 
them, or any object intervenes to secure them from view, 
they seize upon the occasion to whisper, laugh, chafler, 
make grimaces, or do some other thing against the known 
laws of the school. Every clandestine act of this kind 
cultivates the spirit of deception, trickery and fraud; it 
leads to the formation not of an open and ingenuous, but 
of a dissembhng, wily, secretive character. 

The Secretary of the Board of Commissioners of Com- 
mon Schools of Connecticut, in his report of 1840, says; 
" The importance and difficulty of a judicious arrangement 
of the studies and classes of a school, so as to diminish the 
surface over which the teacher must spread his labors, and 
enable him to act most efficiently on the greatest number 
at a time, is glaringly manifest in the district school, com- 



138 

posed as it is of children of different ages, from four years 
and under, to sixteen and upwards, of both sex, in dif- 
ferent studies, from the alphabet of knowledge, up to the 
higher branches of mathematics, in a diversity of school 
books, and those of different editions, in every stage of 
proficiency, arising from difference in school attendance, 
parental co-operation, individual capacity, and habits of 
study, and to crown the whole, with one teacher in the 
summer, and another teacher in the winter. These cir- 
cumstances combined, set almost every principle of class-' 
ification at defiance, and hence I have found' as many 
classes as there were studies in the school, increased by 
diversity of books, age and proficiency. The time of 
the teacher was divided into minute portions, and his at- 
tention distracted by such a variety and complexity of 
duties, that there could be very httle satisfaction or pro- 
gress to either teacher or scholars." 

Similar expressions of opinion on this subject, abound 
in the various published documents of other states, and 
indicate, unequivocally, the strong conviction in the pub- 
lic mind every where, of the great defects of the present 
system. 

The character of the measures that we should adopt 
for the introduction of a better system, will depend, in a 
considerable degree, upon the extent to which the course 
of study and instruction of common schools shall be pro- 
posed to be carried. As far as I have been able to ascer- 
tain the feelings and wishes of our citizens on this subject, 
I am persuaded that in addition to the common English 
branches, provision will be required for instruction in the 
higher English branches also. In a great many of the 



139 

common school?!, algebra, natural philosophy, and chemis- 
try, to some extent, are already studied. 

As our law contemplates the continuance of scholars in 
school from the age of four to that of twenty, I see no 
I'eason why a course of study should not embrace all 
those branches that might be properly pursued and com- 
pleted within the limits of that period. A great majority 
of the children, it is to be presumed, will continue in 
school till they are sixteen at least, and it will be an easy 
matter, by a systematic course of training and instruction, 
to make them thorough scholars by the time they arrive 
at the age of sixteen, in all those branches that are usti- 
ally pursued in the best private schools and academies. 

Taking it for granted that it is the intention of our citi- 
zens to carry the course of study in the common schools 
to this extent, the changes that we may introduce into our 
system should be suited to that purpose. It is obvious 
that the present system can be improved only by intro- 
ducing the principle of classification and gradation, above 
referred to; for without it, there can be no proper me- 
thod adopted for imparting instruction, or administering 
discipline — no intelligent adaptation of means to the end 
in view. 

Instead of collecting all the children of a district with 
their various ages, studies, and degrees of proficiency, in 
one school room, under the charge of one teacher, they 
should be placed in separate classes, in different depart- 
ments, under different teachers, with a course of study 
defined. In arranging the classes and departments, or 
ofrades of schools, reference should be had to the acje and 
proficiency of the scholars intended to be accommodated. 



140 

This is the only rational mode by which our present sys- 
tem can be improved. How this is to be done specifi- 
cally, remains to be considered. 

Several plans have been proposed, of which the fol- 
lowing are the most worthy of attention. 

Plan prdposed in Palmer's Prize Essay. 

" Let a female school be kept in every district, through- 
out the year, with the exception of two short vacations; 
the teachers being engaged not for any specific time, but 
as long as both parties remain suited. Let the studies, in 
such schools, be confined to reading, writing, composition, 
(which of course includes orthography, and a certain ex- 
tent of grammar, and the structure of sentences,) arith- 
metic and geography. Let these be considered as the 
primary schools, through which every child must, of ne- 
cessity pass, to prepare himself for a different series, in a 
higher grade of schools, to be called central, or high 
schools. Of these, let there be one, or in large popu- 
lous towns, two in each town. Generally these central 
schools would only be kept during the winter; though 
some of the larger villages might, perhaps, afford them 
employment throughout the year. In such cases, addi- 
tional assistants would be wanted during the winter sea- 
son, Mdien the larg'er children of the farmers, &c., would 
generally attend. To prevent the younger childrenj who 
live convenient to those central schools, from pressing in 
too soon, and at the same time, to avoid the invidiousness 
of preliminary examination, it would be well to adopt as 
an undeviating rule, that no instructions should be given 
in the branches taught in the primary schools, excepting 
In composition, which should be attended to on a more 
extended gcale, one afternoon in the week. 



141 

" The central schools should be considered as town 
schools, and of course should be partially supported by « 
proportion of the public funds from all the districts. It 
would not be proper^ however, that these contributions; 
should be in an equal ratioi They should be adjusted on 
some principle favoring the districts, in proportion to their 
distances from the school house. It would scarcely be 
practicable to suggest a rule that would apply fairly, and 
in all cases; but something like the following might prob-» 
ably be satisfactory in the greater number. Let such 
neighborhoods, (within certain limits^) as would agree to 
furnish the school house^ or make the most hberal offer 
towards that item of expense, have the right of fixing the 
site, and also have the use of the building for purposef* 
not inconsistent with its character, when not occupied 
as a schools With respect to the other expenses, that 
part of the teachers' wages not paid by the public 
money, might be raised by an equal tax on the schol- 
ars; while, in addition, the expense of board might be 
defrayed by those living witTiin one mile of the school 
house, and of the fuel by those within from one to two 
miles. The more distant families would thus be compen- 
sated for the inconvenience of their remoteness, by theii' 
exemption from these expenses^ Besides, as the children. 
would not probably be prepard for thefcentral school till 
about the age of twelve, the increased distance would 
then be a matter of but trifling moment. 

"Attached to the central school house, there should al- 
ways be a long shed for the accommodation of the teams 
of distant families, who would probably make some ar- 
rangement to furnish such a convenience by turns; while 
those who were unprovided, might pay a reasonable por- 



142 

tion of its expense by their labor. The school house it- 
self should be on a scale sufficiently large to admit a few 
lodging rooms for those female pupils, whose health might 
be too delicate to go daily to their distant homes. Here, 
with a trifling inconvenience, and without any additional 
expense, save the transport of their provisions, and a 
little necessary furniture from home, they might board 
themselves. But the boys should, in all cases, return 
home; as it is more important that they should be under 
the eye of their parents, as they have, generally, more 
or less evening and morning duties to perform. 

"The distance from the furthest corner of the toAvn 
would probably, in no case, exceed four or five miles. — 
Should there be any pupils to whom it might be inconven- 
ient to furnish means of conveyance, daily, it might easi- 
ly be arranged, that they should have longer tasks, and 
attend the school for recitation only two or three times a 
week. And, if their leisure time was properly spent at 
home, it is highly probable, that improvement would be 
more rapid, under such an arrangement, than where the 
school was attended more constantly. For it would cer- 
tainly have the tendency, in most cases, to induce habits 
of patient perseverance, and confidence in one's owm ex- 
ertions, — habits of^much more importance than the mere 
attainment of science. In all schools there is too much 
leaning on the teacher, too httle patient research and self-, 
dependence. 

"As the languages and higher branches of mathematics 
should be taught in the central schools, it would be neces- 
sary to have a gentleman of liberal education at its head; 
but probably, so great has been the improvement of fe- . 



143 

male education within a few years, there would be little- 
difficulty of procuring a sufficiency of well quahfied as- 
sistants of that sex." 

Flan pi'oposed hy Horace Ma/rm. 

" It seems not unconnected with this subject to inquire, 
whether, in many places out of our cities, a plan may not 
be adopted to give greater efficiency to the means now 
devoted to common school education. The population of 
many towns is so situated as conveniently to allow a gra- 
dation of the schools. For children under the age of 
eight or ten years, about a mile seems a proper limit, be- 
yond which they should not be required to travel to 
school. On this supposition, one house, as centrally situ- 
ated as circumstances will permit, would accommodate 
the population upon the territory of four square miles, or, 
which is the same thing, two miles square. But a child 
above that age can go two miles to school, or even rather 
more without serious inconvenience. There are many 
persons whose experience attests, that they never enjoyed 
better health, or made greater progress, than when they 
went two miles and a half, or three miles daily, to schooL 
Supposing, however, the most remote scholars to live only 
at about the distance of two miles from the school, one 
house wdll then accommodate all the oMer children upon 
a territory of about sixteen square miles, or four miles 
square. Under such an arrangement, while there were 
four schools in a territory of four miles square, i. e , six- 
teen square miles, for the younger children, there would' 
be one central school for the older. Suppose there is 8600 
to be divided amongst the inhabitants of this territory of 
sixteen square miles, or ;$150.. for each of the four dis- 



144 

iHcts. Suppose, farther, that the average wages for male 
teachers is $2b, and for female, $12 50 per month. If^ 
according to the present system, four male teachers are 
employed for the winter term, and four female for the 
summer, each of the summer and winter schools may be 
kept four months. The money would then be exhausted; 
1 e., four months summer at $12 50-$50, and four months 
winter, at $25=$100; both=$150. But according to the 
plan suggested, the same money would pay for six months 
summer school instead of four, in each of the four dis- 
tricts, and for a male teacher's school eight months, at 
$35 a month) instead of four at $25 a month, and would 
then leave $20 in the treasury. 

"By this plan, the great superiority of fem.ale over 
male training for children under 8, 10 or 12 years of age,, 
would be secured; the larger scholars would be separated 
from the smaller, and thus the great diversity of studies 
and of classes in the same school, which now crumbles 
the teacher's time into dust, would be avoided; the 
female schools would be lengthened one half; and the 
length of male schools would be doubled, and for the in- 
creased com.pensation, a teacher oi four fold quahfications 
could be employed. Undoubtedly, in many towns upon 
the Cape or among the mountains, the course of the roads 
and the face of the territory would present insuperable 
obstacles to the full reduction of Jiiis scheme to practice^ 
But it is as unquestionable, that ii- r.iany others no physi- 
cal impediments exist to its immediate adoption; especial- 
ly if we consider the legal power of different towns to 
unite portions of their territory for the joint maintenance 
of schools. We have not yet bro'jght the power of united 
action to bear with half its force upon the end or the 



145 

means of education. I think it will yet be found more 
emphatically true in this department of human action, 
than in any other, that adding individual means multi- 
plies social power." 

Plan ])ro^osed hy Henry Barnard^ Secretary of the 
Board of Commissioners of Common Schools of 
Connecticut, 

''To remedy in all or in part, the evils thus summarily 
presented, it is proposed that so far as practicable, the 
younger children with the primary studies, be assigned to 
female teachers, and the older children and more advanced 
studies, to male teachers, and that both classes of teach- 
ers be well quahfied for their appropriate grade of schools. 
This it is thought can be done in one of the following 
modes: 

"1st. By employing in every district numbering over 
tifty children in school, two or more teachers, as is now 
■clone in more than eighty districts. There are several 
hundred districts which could adopt this course, 

'■'■ 2d. By the union of two or more adjoining districts, 
for the purpose of maintaining a union school for the older 
-children of such associating districts, while the younger 
■children of each, are left in the district schools. There 
IS scarcely a school society in the State, where at least 
•one such union district cannot be formed. 

"3d. By the establishment of a central school, where 
the circumstances of the society will admit of its being 
4one, for the older children of all the districts. 

"By the establishment in each society, of one central 

10* 



146 

school, or one or more union schools, for the older chil- 
dren, and more advanced studies, the district school will 
be relieved of at least one-half the number of classes and 
studies, and the objections to the employment of female 
teachers in the winter, on account of their alleged inabil- 
ity to govern and instruct the older boys, will be removed. 

*' As the compensation of female teachers is less than 
one-half that paid to males, every instance of the employ- 
ment of a female teacher in place of a male teacher in 
the district school, will save one-half of the wages paid 
to the latter, which can be expended in increasing, part- 
ly the wages of the former, and partly the wages of the 
male teacher in the union or central school. It will be 
found that the same amount of money now expended in 
three districts, on three female teachers in summer, and 
three male teachers in winter, will employ three female 
teachers for the whole length of the summer and, winter 
school, and one male teacher for the winter, at an ad- 
vance of one-third or one-half of the average rate of 
wages paid to each. 

"Thi's arrangement will thus lead to the moire perma- 
nent employment of a larger nuniber number of female 
teachers, at an advanced compensation^ thus holding out 
an additional inducement to females of the right charac- 
ter and qualifications, to teach in the district school. It 
will also reduce the demand for male teachers, except of 
the highest order of qualifications, and increase the wage s 
of those who are employed. In both ways it will dimin- 
ish the expense, the loss of time, and other evils of a con- 
stant change of teachers in the same school, and give 
permanence and character to the profession of teacher. 



147 

" It will enable the teachers of the several schools to 
introduce studies, discipline and instruction appropriate to 
each. In the district primary school, the younger child- 
ren need no longer be subjected to the discomforts and 
neglects which they now experience, or the primary 
studies be crowded one side, to make room for the higher 
branches. In the union or central school, the scholars, 
coming V as they would from the primary school, well 
grounded in the fundamental branches, will be prepared 
to enter profitably upon studies which are now pursued to 
advantage only in academies and other private schools of 
a similar grade. Thus ail that is now accomplished in 
the district school will be better done, the course of study 
very much extended, and the advantages of a more 
thorough and complete education be more widely diffused." 

In reference to the practibility of these plans, it is suf- 
ficient to remark, that under the name of union schools, 
they have, to a limited extent, been already substantially 
carried out in many of the cities, villages, and more pop- 
ulous districts of the Eastern and Western States. The 
schools in Southport and Geneva (see Appendix D.) are 
of this kind. Milwaukee, Janes ville, Beloit, Green Bay 
and Sheboygan are making preparations for the establish- 
ment of similar schools. These partial sanctions of tne 
principle, and the great improvement that has been made 
in ail those schools where it has been practically applied, 
are strong additional inducements to its general adoption. 

The article in the Constitution on the subject of educa- 
tion, requires the the Legislature to " provide by law for 
the establishment of district schools, which shall be as 
nearly uniform as practicable." The system that is prop- 



er to be adopted in cities and villages, should, if practica-- 
ble, be extended to the rural districts. 

In a city or village, on account of the compactness ol 
the population, it is comparatively easy to assemble all 
the children in one school buildings classified in different 
departments, under separate teachers, as we see exempli- 
fied in the union schools. The- system would have to be 
modified if it should be applied to the rural districts, where 
the population is more sparse, and more remote from a 
common centre. And this is practicable. Our towns are 
generally six miles square; so that nearly four-fifths of 
the whole area of a town is within three miles of its geo- 
graphical centre. The remote corners are within 4i- miles. 
As our towns are now divided into districts, we will take 
one of them, for example, that is composed of nine equal 
districts. On the supposition that a school is taught in 
each district four months in the winter by a male teacher 
at #15 per month, and four months in the summer by a 
female teacher, at $8- per month, the whole expense of 
teachers' wages for the Town would be ^828. This 
would be the cost of the schools of the town on our pres- 
ent plan. Could female teachers be employed in the dist- 
rict schools for eight months instead of four, and male 
teachers be dispensed with, the cost would be f 576, which 
Would be a saving of $252, The sum thus saved would 
be sufficient to sustain a school of a higher grade for 
eight months and twelve days, to be taught by a male 
teacher at 830 per month. 

If this school were situated in the centre of the town, 
it would be generally, it is believed, within three miles of 
four-fifths of all the scholars who might be of sufficient 



149 

'Age and sufficiently advanced to attend it. Were it to be 
taught by an accomplisiied male teacher, and furnished 
with a good library and apparatus, it would furnish as 
.good instruction in all the higher branches as any private 
school or academy. On this plan, two grades of schools 
would be furnished to all children of the districts. One 
for the instruction of those under 12 or 14, to be taught 
by females in the primary studies, the other for the in- 
jitruction of the older and more advanced pupils, to be 
taught by a male teacher in the higher English studies. 

If it should he objected to this, that the requisite num- 
ber of female teachers could not be found for so many 
schools, the answer is, that the establishment of such a 
system would lead females more generally to qualify them- 
selves for teaching, because then the business would be 
rendered more permanent, respectable, and profitable. — 
Or, if it should be. objected that some of those over twelve 
or fourteen years of age would have too far to go to 
school, the answer to this is, that such an objection will 
never be made by any, except the lazy few. It never 
will be made by those who desire for their children "sound 
minds in sound bodies." 

If such a system as this should be adopted, it would 
furnish to the children of the rural districts advantages 
of education equal, or nearly equal, to those enjoyed, or 
that may be enjoyed, by the children of the villages and 
cities in their union schools, and it would be carrying out 
the principle of our fundamental law, and making our dis- 
trict schools throughout the State '* as nearly uniform as 
practicable." 

Whether any, and what provisons of law should be 



150 

adopted to carry out these suggestions is not for me to 
determine; but I would most respectfully urge the subject 
upon the candid attention of the Legislature, with the ex- 
pression of my most settled conviction, that unless the 
principle of classification of scholars^ and ^gradation of 
schools, in some suitable form,, is embodied in our school 
system, our scheme of public education will be too de- 
fective to secure the services of educated and competent 
professional teachers,, or the support of intelligent parent>s 
who have children to be educated. 

I herewith submit extracts from the* laws of some of 
the other States on this subject, for the information of 
the Legislature, (See appendix E,) 

School JoumaL 

Without a School Journal, the means of sustainiKsg our 
schools will be incomplete. As a medium of communi- 
cation between the State Superintendent and the school, 
officers of the different towns and counties, it will be in- 
dispensable. Private communication through the mail 
will be too slow, burdensome and expensive to meet all 
the exigencies of the schools, that will arise. In addition 
to this, it would be a most valuable auxiliary in the dis- 
semination of intelligence on the general subject of educa- 
tion. If we expect to make any decided advancement to- 
wards the attainment of the great object we have in view^ 
in the establishment of a proper school system, the public 
mind must be enlightened and the popular enthusiasm 
aroused. To effect this, it is necessary to employ means 
that will reach directly every district and neighborhood of 
the State, 



151 

The press alone can furnish such means. A journal is- 
sued monthly or semi monthly, would find its way into 
every district and neighborhood, and the people every 
where would be put into direct communication with the 
best sources of intelligence. 

Such journals have been established in many of the 
other States, and have produced the most beneficial re- 
sults. The expense that would attend the establishment 
of such a journal would be trifling, when compared with 
the good that would be secured by it. Individual enter- 
prise would be suflicient to undertake the work, and sus- 
tain it, if it could be encouraged by the sanction and pat- 
ronage of the public authority. A bound volume of such 
a journal, placed in each school library, would be an in- 
teresting library book, and a valuable historical record of 
the progress of education in the State. A portion of the 
income of the school fund is to be appropriated to the 
purchase of school libraries, A subscription on the part 
of the State, for a sufficient number of copies of a school 
journal, to place one in every school library, would be 
all the aid that would be necessary to be given by the 
State to encourage its establishment. I would therefore, 
respectfully recommend that the Governor be authorized 
to make such a subscription, and that the expense of the 
same be directed to be paid from the income of the school 
fund. 

Respectfully sumitted, 
E. ROOT, 
State Superintendent. 

Madison, Wis., Dec. 31st, 1849. 



APPENDIX. - 

"A." 

A TABLE showing the area of the State of Wuconsin, (excluding the surfaces 
of Lake Superior, Lake Michigan, Lake Winnebago, and Green Bay,) l/i 
sqjiare miles or Sections. Prepared bi/ I. A. Lapham, of Milwaukee, 









North of 






South of 


North and 


the Neenah 




Counties. 


Neenah &, 


West of the 


and East of 


Total. 




Wisconsin 


Wisconsin 


theWiscon- 






River. 


River. 


sm. 




Adams, 




637 


650 


1,287 


Brown, 


1,467 




5,473 


6,940 


Calumet, 


317 






317 


Chippewa, 




7,240 


• 


7,240 


Columbia, 


635 


64 


83 


782 


Crawford, 




5,980 




5,980 


Dane, 


1,235 






1,235 


Dodge, 


900 






900 


Fond du Lao, 


718 






718 


Grant, 


1,152 






1,162 


Green, 


578 






578 


Iowa, 


765 






765 


Jefferson, 


676 






576 


La Fayette, 


630 






630 


La Pointe, 




3,930 




3,930 


Manitowoc, 


480 






480 


Marquette, 


388 






1,512 


Milwaukee, 


237 






237 


Portage, 




5,150 




6,909 


Racine, 


616 






616 


Richland, 




582 




582 


Rock, 


864 






864 


Sauk, 




990 




990 


St. Croix, 




3,800 




3,800 


Sheboygan, 


510 






510 


Walworth, 


576 






676 


Washington, 


648 






648 


Waukesha, 


576 






576 


Winnebago, 


186 




3,300 


3,486 


Total, 


14,054 


28,373 


12,389 


54,816 


Deduct ] pr. ct. foi 










lakes and mean- 










dered streams. 


140 


284 


124 


548 


Area of land, 


13,914 


28.089 


12,265 


54,268 


No. of School Sec. 


386 


781 


340 


1,507 



MiiiWAUKEE, December 3d, 1849. 
I)2AR Sir: In compliance with your request, I send you 
the accompanying table, calculated by the aid of the most 
recent surveys, showing the area of each County in the 
State, the area of the three natural divisions indicated by 
you, and the number of school sections in each divison. — 
it may be relied upon, to be as near the truth as can 
now be ascertained. 

Very respectfully, 

Yours truly, 

I. A. laphaM. 

E. Root, Esq., 

Sup't Pub. Inst. 



APPENDIX 

"B." 



The following communications are answers to a circu- 
lar sent from this department containing these enquiries: 

1st. Should not a uniform course of study, with uni- 
form school and text books, be established in all the com- 
mon schools of the State 1 If so — - 

2d. Should not the Regents of the University or some 
other bod}^, together with the Superintendent of Public 
Instruction, be clothed with authority to establish such a 
course of study in the common schools, with uniform text 
books; also, to determine the proper apparatus for schools, 
and the books to constitute the school libraries 1 Should 
they not also have the power to establish a general plan 
for the construction of school houses ? 

3d. Do not great evils unavoidably arise from crowding 
into the same school, pupils of a great variety of ages, 
with a corresponding variety in their studies? If so, 
what is your opinion of the following gradation of schools, 
to be established in every town where circumstances will 
permit, as the mode best calculated to remedy such 
evils '? 

I. District schools for the younger children, with the 
primary studies. 



156 

II. A centra] school for the older children of all the 
districts of the town, with the more advanced Studies. 

4th. The fourth department in the University, being a 
Normal School department, wall it not be well to provide 
for the estabUshment from time to time, as the income of 
the school fund may permit, of other Normal Schools in 
the northern, southern, eastern and western districts of 
the State, to be connected with the Normal School de- 
partment of the University, with a regular course of 
study, and a prescribed mode for the graduation of their 
classes in the University, as teachers 1 

.5th. Are Teachers' Institutes in your judgment, valu- 
able auxiliaries to the cause of common school education ? 
If so, what is the best plan for organizing and conducting 
them ? 



Letter from Geo. B. Emerson., Esq,, Boston, Mass. 



Mr. E. Root:— 

Dear Sir: — In your printed letter, you asked for re- 
plies to several important questions relating to common 
school education. Had it been in my power, I should at 
an earlier day, have given you a much fuller answer than 
I can now offer. Such opinions as I have time to give, I 
jespectfully submit to your consideration. 

To the first inquiry I would say — 

That it is highly important that the best course of study 



151- 

f'or the schools of various grades should be stscertstiricd^ 
and this course should be established for all the common 
schools of the State, But it is my opinion that uniform 
school books or text books should not be required. For 
this last opinion^ I would offer the follovving reasons: 

If any one set of books should be fixed on for all the 
schools of th-e State, it would immediately become ex- 
ceedingly difficult to change any of them.. A vast inter- 
est would be enlisted in their favor; they could not be set 
aside without great disappointment and loss to the holders 
of the rights, and whatevei improvements might have 
been made in a book or books, offered as a substitute for 
one or more of them, the proposed improved book would 
have to contend against the powerful interests and strong 
prejudices which would be actmg in favor of that which 
%vas already in use. Wisconsin, instead of being able to 
avail herself of all the advantages of her position as a 
new StatCj would presently find herself bound down in 
this important particular, by the corruptions and vices of 
an old establishment* 

Great changes are now taking place in elementarv 
scliool books. Greater changes are needed and will be 
likely to be made. To have the door wide open for all 
the improvements of change, the State ought not to be 
pledged to any system, even one which should now be 
unanimously adopted as best. The children of Wiscon- 
sin will bO) in many respects, differently situated from the 
children of any part of the world. They need a differ- 
ent education. A stranger, here in Massachusetts or 
elsewhere, cannot anticipate what will be best for them. 
There, as every where else, teachers must be guided by 



158 

experience; and a new light will be as likely to spring up 
in the schools of Wisconsin as in those of New England- " 
Better books than now exist, may within ten years, be 
made for the children of Wisconsin by a teacher of Wis- 
consin. Those books, whenever they shall appear, ought 
to have a fair chance of being adopted. 

I should say, therefore, that while the law ought to re- 
quire certain things to be taught in all the schools, it 
should leave the methods and the means by which they 
shall be taught, to the wisdom of those who are hereafter 
to have the supervision of instruction in those schools. 

2, The Regents of the University, or some other body, 
together with the Superintendent of Public Instruction, 
should be clothed with authority to establish a uniform 
course of study, to determine what apparatus should of 
right belong to the different grades of schools, and to rec- 
ommend suitable works for a school library^ They should 
<ilso be required to examine from time to time, the plans 
for school houses which may be presented, and to select 
and make generally known such as they shall think best: 
and whenever a school house is to be erected, the officers 
of the town, whose duty it is to superintend and direct its 
erection, should be furnished with plans by the Superin- 
tendent, from which they should be at liberty to select 
such plan as to them shall seem best, and to make im- 
provements thereon if any occur to them. During the 
last twelve years, numerous improvements, have been made 
in the plans and construction of school houses in many 
different towns of Massachusetts, Connecticut and Ver- 
mont. 

3. Great evils do unavoidably arise from collecting in 



159 

the same school, pupils of a great variety of ages and a 
corresponding variety of studies. Tiiere should therefore 
be, in every town whose circumstances will permit, at 
least two grades of schools, viz: 1st. District schools for 
the younger children, in which the elementary studies 
should be pursued, and which may be generally best 
taught by females; 2d. A central school for the older 
children of the whole town, with more advanced studies; 
and the schools of each grade should be furnished with 
apparatus suitable to illustrate all the several branches of 
study pursued therein. 

4. The Normal School Department of the University 
should as far as practicable, be kept entirely distinct from 
every other department, it being most important that all 
the branches pursued at the Normal School Department 
should be examined and studied with special reference to 
the best modes of communicating instruction in those 
branches. To this end, a prominent object in the Normal 
School Department should be, to bring out and educate 
the faculty of expression in all its forms and develope- 
ments. All the pupils therein should be taught, not so 
mnch to answer questions, as to take up the subject of 
each lesson and present it fully and distinctly to the mind 
of the hearer in continuous discourse, with illustrations 
by the slate and blackboard, and by apparatus of every 
kind. 

So vast is the saving of time and labor which might be 
made in the instruction of each individual child, if he 
could, from the beginning of his course and in every stage 
of it, be carried along by a person who had been careful- 
ly prepared to present every truth to the mind in its right 



160 

order, form and time, that it is extremely desirable that; 
a^ early as possible Normal School instruction should be 
provided for every part of the State. It will be there- 
fore wise, that besides the Normal School Department of 
the University, other Normal Schools may be established 
as the income of the school fund may permit. 

5. Teachers' Institutes are at all times most valuable 
auxiliaries to the cause of common school education. At 
present, and until Normal Schools shall be generally es- 
tablished, they are of incalculable value, as they are the 
best substitutes for Normal Schools that have been yet 
devised. Even after Normal Schools shall have been 
made so universal, that every person intending to teach 
shall be able to avail himself of their aid in preparing for 
his duties^ teachers' Institutes will be highly valuable, 
as they will give the teachers of a County the opportuni^ 
ty of contributing each of the different fruits of his own 
experience for the benefit of all. Teachers' Institutes 
^erefore deserve and must long deserve the amplest em 
couragement which can be afforded them. 

The organization of each Institute must depend some^ 
what upon the ability of its members. The most essen- 
tial things to be secured are, that those most capable 
of conduciing them shall be called to this office, that 
every one who has made, or thinks he has made im^ 
provement in any branch of teaching, shall have an op- 
portunity of giving a specimen of his improved method, 
in a lesson to his fellow teachers acting as a class to be 
taught; that those who have been most successful in or» 
ganizing or governing schools, shall have an opportunity 
of exhibiting their art and skill; that any one who has 



180 

made a discovery, shall have an opportunity to present it; 
and that any one who has become convinced that some- 
thing not already taught should be taught, shall be able 
to urge its importance. It would be well, if the members 
are seriously so disposed, that each session should be 
opened with prayer. It is desirable that music should be 
introduced at intervals. It is almost essential that there 
should be nearly as great a variety in the exercises of 
each day, as should be always found in the exercise of a 
day in the district school 

To give the Normal Schools their greatest efficiency, a 
Board of Examiners should be appointed, of say six per- 
sons, three of whom should be persons practically ac- 
quainted with teaching, who should hold their office for 
six years, but one of whom should retire from office each 
year. These should examine each ef the Normal Schools 
fully and carefully, for a period of not less than four days 
each, at least once every year. The pay of these Ex- 
aminers should be such as to command the services of the 
ablest in the community. 

In devising a general plan on which the schools shall 

be organized, it is important to guard against those abuses 

that have crept into schools, and are retained only because 

they are there. Vastly more can be done in common 

schools than is usually done. There is no reason why all 

that is now done in the most costly and select schools, 

should not be done in all the common district shools of a 

whole State. There is on an average, as much capacity 

among the children of a country village, as in those of 

the first city in the world; there is usually more ability 

to teach, among the females to whom the cliildren of the 

11 



161 

common people are intrusted,, than among the men wha 
have charge of the children, of the favored classes. — - 
Among all classes in our country, time enough in each year 
may be devoted to learning, from the age of four to twenty, 
to learn all that the mind is capable of. The time of vaca- 
tion is probably saved rather than lost, as it is spent in 
gaining health, and in learning things more important than 
wha,t is learned at school. If, therefore, the teachers can 
be properly qualified, andif a proper selection can be made 
among studies, by the exclusion of those v^hich are useless, 
all the children of every country village Inay be as well ed- 
ucated as the most favored portion of the children of the 
best inhabitants of citieso 

There are several things in which time is now wasted. 
The principal of these are 1, Spelling; 2, Grammar; 3, 
Cyphering. All the time now spent in oral spelling is 
lost. Usually it is worst than lost, as it does all that it. 
can do. to form the worst possible habits. 

Most of the time now spent in studying books of Gram- 
.mar is lost. It, also, is worse than lost, as the study is an 
attempt to comprehend what is, to the child at an early 
age, incomprehensible.. 

All of grammar which is of any use to children under 
twelve ought to be given orally — without book. The phi- 
losophy of language is, logically, one of the last things to 
be studied. 

Mental arithmetic ought to take the place of most of 
the cyphering now in use. In all the business of common 
life, the numbers that are the mostly used are the small 
numbers which may be easily retained in the mind. 



162 

If now, all the time which is lost in these three opera- 
tions were saved, it would be sufficient to enable the child 
to learn well all those things which I am about to set down 
as proper to be learnt at the primary schools. 

In the schools for the youngest children should be 
taught, all the characters used to express the sounds of 
our language, with their names and powers; a clear, dis- 
tinct and ready utterance of all the sounds of the lan- 
uage, to be practiced without the names of the letters and 
combinations of letters by which they are expressed. 

The appearance, sound and meaning of all the common 
words of the language, arranged in narrative, or in short, 
intelligible sentences, which are to be introduced thus and 
rendered familiar, associated with their meaning to the 
eye, before they are arranged into columns, if that is ever 
to he done, for spelling. This should be done, first with the 
shortest words, those most completely comprehensible and 
manageable by the eye and organs of voice of the child. 

All names of senses, organs, parts of the body, house- 
hold things, elements, common external objects, relations 
of kindred, friendship and social life, introduced in intelli- 
gible and interesting sentences and stories; 

Writing on slate or paper, so that, from the beginning, 
all words shall be read first in significant connexions, 
written next, spelt, if at all, orally, last; 

The names of all the common animals, with a short ac- 
count of them; the names of all common metals, with an 
account of their uses. 

The names of all common sounds, actions, and changes ' 
arranged in famihar sentences and stories; 



163 

The names of all the colors, with the objects exempli- 
fying them; all the elementary shapes and forms with fig- 
ures — -circles, O, ellipses, o, squares, n, triangles, a, 
&c., showing them, and the commonest shapes of solids, 
such as balls, spheres, cubes, pyramids, cylinders, cones, 
also with figures, and illustrated by sentences, showing 
what objects approximate to these forms; 

The elements of dimension, to be taught by lines pre- 
cisely, 1, 2, and 3 inches long; squares precisely 1, 2, and 
3 inches square, those of 2 and 3 divided into 4 and 9 
squares; 

All the words of the language which are sounded alike 
and differ in spelling, arranged in sentences to show their 
meaning, and afterwards in columns; 

All the points and abbreviations in common use ; 

The elementary principles of arithmetic, taught men- 
tally and orally; then 

The Arabic and Roman numbers; 

The elementary principles and facts of grammar, orally. 

The apparatus for these schools should be, 

Pictures of all the common animals and of those spoken 
of in the Scripture, on pasteboard, on a uniform scale, 
arranged in portfolios; specimens of the metals and com- 
mon alloys; specimens of the colors; specimens of the 
more important rocks, such as granite and its ingredients, 
flint, limestone, &c.; specimens of all the common seeds; 
and if possible, good figures of the most important plants; 
blocks of wood of all the elementary shapes, such as pyra- 
mids, cones, cubes, "rounds, cylinders, ellipsoids, ovoids, 
spheroids; cubes of precisely 1 inch, 2 inches, 3 inches, 
deeply grooved with inch squares, to give the elementary 
ideas of solid measure. 



164 

For schools or classes from 8 or 9 to 12 or 14 the stu- 
dies should be, 

Reading lessons, containing valuable instruction, and 
also reading lessons for exercise in the various styles of 
reading; 

Writing on paper; 

Dravt^ing on slates and paper; 

Arithmetic, principally mental, but also Vi^ritten, and to 
some extent also general arithmetic or algebra; 

The elements of plane geometry; 

The most important facts in human anatomy; 

The most important laws of human physiology; 

The elementary facts and principles of Natural Philos- 
ophy, including the general properties of matter, the lead- 
ing facts and laws in Mechanics, Pneumatics, Hydrostat- 
ics, Magnetism, Electricity, Light and Heat; 

The most important facts and laws of Chemistry, par- 
ticularly the constitution and properties of air and water, 
of the common earths and most useful metals, of the two 
or three most powerful acids and most useful salts; 

Book keeping or accounts; 

Geography; 

Astronomy; 

The principles of English Grammar, to be taught as 
they are to be used, by writing, in connection with the art 
of readings 

Some of the general principles of Natural History; 

The description of a tree, with enough of Vegetable 
Physiology to show its structure, the circulation of its 
sap, and the uses of its roots and leaves; 

A short course of American History; 



^he atppara.tus for the use of these classes should be. 
Geometrical models; 

A human skeleton, or large plates of anatomy; 
Philosophical apparatus; 
A few articles of chemical apparatus; 
Globes, maps and astronomical apparatus. 
The studies for a still higher school, or for higher cj^sse? 
may be, 

Geometry, spherical, solid, applied; 
Algebra, somewhat further pursued; 
A fuller course of Natural Philosophy; 

'* *' Chemistry, including animal and veg- 

etable Chemistry; 
" " Astronomy; 

Vegetable Physiology, with an account of the more im- 
portant trees, grasses, and useful herbs: 
A short course on general history; 
" '' Moral Philosophy; 

" '^ Mental Philosophy, 

'•' " of English Literature in connection 

with something of Rhetoric and Logic; 

A fuller course of Natural History, including the gen- 
eral principles of Geology, Mazology, Ornithology, Herp- 
etology, Ichthyology, Entomology, &c.; 
A short course on the useful arts; 
The principles of Domestic Architecture, with the best 
models of houses, and the best mode of ventilating, warm- 
ing, and so building as best to guard against cold and 
heat. 

I suppose that few schools may be established and main- 
tained in which so wide a course of instruction as the 



166 

's?.bove can be given. I give the course thus fully to illus- 
trate my idea of the proper order and subordination of 
studies. 

1 am, Dear Sir, 

Very Respectfully Yours, 
GEO. B. EMERSON. 



:Extt'act from a letter from tlw JRev. Ba/rnalas 8em% 
Secretary of the Board of Education of Massa- 
cJiusetts. 

Dear Sir: — In respect to your first inquiry, I confess 
I have my doubts. The grounds of my doubts are — 

1. I fear the people would consider it as surrenderine; 
too much of their liberty. All our towns or districts in 
Massachusetts, hold with great tenacity to the idea that 
each town or district is a little independent Republic. — ■ 
They cannot complain on political or religious grounds 
that improper books are imposed upon them, for they 
have things their own way. I think it very important 
that there be uniformity of text books in the same town. 

2. The booksellers are a difficult class to get along with 
at any rate. Whether they would make more trouble on 
the plan you contemplate I cannot say with confidence. 

3. Revolutions in books, which should be simultaneous 
all over the State, might perhaps, be a greater evil than 
those petty revolutions which are liable to be going on at 
different times and for different causes in single towns. 1 
know this question has two sides to it; and you will per- 



167 

ceive that I am speaking not of the abstract questionv 
which would be the better, if both were practicable, but 
of the practical question which is the safer, and less liable 
to be influenced by the fluctuations of party politics, or 
party religion. 

Your second inquiry is so connected with the first, that 
I pass it over for the present, except to remark that I have 
no better expedient to suggest. From the State of New 
York and perhaps some other States, where experiments 
nearer like what you propose than ours are, have been 
tried, you will probably receive suggestions. 

To your third point with its subdivisions, I should reply, 
in general, affirmatively. Gradation and classification, 
are, in my opinion, indispensible. How many classes of 
schools there should be, depends on the situation and pop- 
ulation of the towns. Perhaps, in larger towns, primary, 
intermediate, and high schools may be necessary. Of 
that, I cannot, with my limited knowledge of your towns, 
judge. 

In respect to the fourth topic, I would say I think there 
would be advantages in a large State having more Nor- 
mal Schools than one ; because the indirect influence upon 
other schools will be greater. You will, probably, be 
obliged to depend, in part, upon teachers trained in other 
than Normal Schools for several years. You may diffuse 
the spirit of improvement, by having good models at sev- 
eral points, much earlier than you can supply the whole 
State with teachers trained by yourselves. Only let your 
Normal Schools have so long a course, (if possible,) and 
so high a character, as to deserve the prominence they 
claim. This will be one of your chief difficulties. The 



168 

people will desire immediate results and large numbers in 
the Normal Schools. The temptation will be to turn out 
large grists, coarsely and rapidly ground; and it will be 
lucky if such do not disgrace and dishonor the whole con- 
cern. Our Normal Schools can, as yet, require only one 
year's attendance of their pupils. I hope they will yet 
be able to require three. 

As to Teacher's Institutes, they produce greater imme- 
diate effects in improving the schools, than any other 
means of equal cost. They may be rendered so effectual 
as to make it possible to take more time to train thorough 
teachers in the Normal Schools, Let the spring and au- 
tumn vacations be employed in holding such Institutes. — 
Let about ten days be spent with a hundred teachers, 
more or less, in showing them the best method of teach- 
ing all the elementary studies. Let this be done by 
example — by giving actual specimens, making the Insti- 
tute in every respect a model school. Yourself or a sub- 
stitute will hold them. Employ only model teachers of 
the highest and best stamp, and the impression will be 
valuable. 

Yours sir, with respect, 
(Signed,) BARNABAS SEARS, 

Secretary of the Board of Education 
of Massachusetts. 



169 

LetUr from Hon. Horace Mann., M. C. 

E. Root, Esq.: 

Dear Sir — Ever since the receipt of your letter, I have 
sought in vain to find a half hour in which to reply to it. 
Even now I have not time to set forth the reasons of this 
apparent neglect, though I assure you they are anything 
rather than indifference to the cause to which your inqui- 
ries pertain. 

I have no hesitation in giving a general affirmatwe an- 
swer to all your inquiries. I cannot go into detail in giv- 
ing my reasons. On almost all the topics I have dwelt at 
length in my annual reports, and in the Common School 
Journal. In those documents you will find page after page 
devoted to their discussion. 

I feel the deepest interest in the success of your cause; 
and though not any longer officially connected with the 
educational movements, yet no jot or tittle of my interest 
in its progress is lost. 

Very truly and sincerely yours, 
(Signed,) HORACE MANN. 



Letter from Salem Town., Msq.^ Cayuga County., 
NeiD Yo7'Jc. 

E. Root, Esq., Sup't, &c.: 

Dear Sir: — Yours of the 13th instant was received 
yesterday. My answers to your interrogatories must 
necessarily be brief. But first of all I congratulate you 
and the citizens of your State, in view of the ample con- 



\76 

stitutional provisions made in behalf of popular education. 
This is a happy indication of your future prosperity. 

Primary schools carry elementary instruction to every 
man's door, and characteiize nttionsd literature. The cul- 
tivation of the intellectual faculties and moral susceptibil- 
ities, are indispensable to the attainment of everything 
desirable in civil intercourse, attractive in refinement, 
lovely in morals, and stable in polity. These little nurs- 
eries are the glory of our nation and the safeguards of 
her institutions. Let them be sustained and we have 
nothing to fear. 

The people — -all the people should be educated, and as 
agricultural pursuits, manufacturing operations, and me- 
chanical arts give employment to the great body of our 
citizens; as our social, civil and pohtical institutions are 
based on that intelligence, moral and intellectual, which 
qualifies men for self government, the education of the 
people should be adequate to the successful prosecution of 
their several employments, and the discharge of incum- 
bent duties in their several employments, and the dis- 
charge of incumbent duties in their several relations. 

As to your first inquiry I would saj^, the elementary 
course in primary schools, is necessarily orthography, 
reading, writing, arithmetic, English grammar, and geog- 
raphy. After the attainment of these the future course 
must be governed by time and circumstances. 

The uniformity of text books throughout the entire 
State is not thought important, even if it were practica- 
ble. That question has been ably discussed at one of our 
State Conventions of County Superintendents, in which 
many distinguished educationists from abroad were pres- 



171 

ent and took a part; but the decisioo was almost unani- 
mous in the negative. The several reasons assigned I 
cannot here enumerate. Uniformity, however, in each 
school is of the utmost importance, and the same may be 
extended to towns, and perhaps to the county. 

As to the second inquiry, I would say, there should be 
a competent board in each Town or County, to examine 
and recommend such text books as they approve for their 
several schools; and as the State Superintendent cannot 
examine and license all the teachers of the State, let the 
same board perform this duty within their territorial 
bounds. The State Superintendent should have power 
to nullify any certificate given by such boards, on the dis- 
covery of .incompetency in the licentiate. 

As to school apparatus and libraries, there should by 
all means be a State board to decide on those matters, and 
the State Superintendent should, ex-officio, be one of that 
board, 

The suggestions under the third inquiry are good if they 
can be carried out. If distance should be no obstacle^ 
such an arrangement would be highly beneficial. 

Fourth inquiry. A Normal Department in the Uni- 
versity would not begin to furnish a supply of teachers; 
if, therefore, four others in different parts of the State 
could be established under the supervision of the Regents, 
and in all respects subject to the same discipline as the 
University Department, I would strongly recommend the 
measure. 

Fifth inquiry. Teachers' Institutes, when properly con- 
dui^ted, are of inestimable value to the great bady of com- 



rilon school instructors. They are temj^orarij Normal 
Schools, and afford an opportunity for improvement to 
the entire mass of teachers, many of whom could not be 
reached in any other way. 

The schools in the State of New York have been im- 
proved more by County Superintendents and Teachers' 
Institutes, than by any other instrumentalities hitherto 
devised, I have been called to organize these institutions 
in five States besides New York, and have conducted 
thirty-three, in all of which were about five thousand 
teachers. By request of our State Department, I have 
just prepared a full report, giving in detail the mode of 
organizing the Institute, and conducting its several exer- 
cises to a successful issue. As soon as that document is 
published, I will send you a'*copy^. 

Respectfully," yours, &c., 
(Signed,) S. TOWN. 



Letter from S. S. Raiiddll, Deputy Superintendent 
of CbmriKm Schools far the State of New Yorh. 

Hon. E. Root: 

Dear Sir: I cheerfully avail myself of the earliest 
opportunity since the receipt of your circular to reply to 
the various inquiries which you propose. Before, how- 
ever, taking up the subjects in the order in which they 
are propounded, suffer me to congratulate you, the citizens 
of Wisconsin and the friends of human advancement 
throughout our beloved Union, upon the enlightened wis- 
dom and forecast which dictated, and the comprehensive 



17S 

good sense and discriminating sagacity which sanctioned, 
by the clear expression of the popular voice, the noble 
system of free Common School educa^on for every child 
of the State. The foundations of permanent well-being,, 
prosperity and happiness have thus been firmly laid, and. 
the superstructure of your future greatness as an integral 
portion of our great commonwealth, rests upon a sure 
and immovable basis. I look forward, with full assurance 
of faith, to the general recognition throughout our widely 
extended confederacy, of the great principle which you 
have thus asserted, and of which Massachusetts is a 
standing illustration; and trust the day is not fai distant 
when the education of every child in the land, shall be 
regarded as an indispensable and paramount duty, worthy 
of the utmost efforts of statesmen, legislators and patriots. 
A free repubhc, resting • solely upon the intelligence and 
virtue of the great body of its constituent members, 
must, it is obvious, rapidly decHne and speedily perish, 
where those vital elements of its existence are not syste- 
matically provided for. As we value, therefore, the per- 
petuity of our glorious institutions, we shall, as you have 
done, freely open the portals of knowledge to all. 

I proceed, now, to give you my views, derived from 
some experience in the field of common school education, 
in reference to the particular topics comprised in your 
circular. 

1. I am decidedly of opinion that a "uniform course of 
study, with uniform school and text books," should be es- 
tablished as far forth as may be practicable and consistent 
with the paramount object of giving to each child a com- 
prehensive and "generous" mental and moral culture. I 



174 

am well aware of the importance and desirability of 
uniformity in school and text books. 

But, while I would give to this measure all the effect 
which may legitimately be claimed for it, I would not ex- 
tend it so far as to sanction a permanent and exclusive se- 
lection for the whole State, and even for any considera- 
ble portion of it, of a particular work or series of works, 
however meritorious, or however impartial and discrimi- 
nating may be the tribunal to which the selection is com- 
mitted. I see no very serious objection to the recommen- 
dation by some properly constituted Board, or by a pubHc 
officer, of works, in their or his judgment, best adapted 
to the purposes of teachers and pupils, leaving such 
works to find their way into the schools, upon their mer- 
its, and leaving both teachers and pupils free to avail 
themselves of such other authorities as in their opinion 
might most effectually aid their investigations. Where- 
ever good teachers are, as they should be, permanently 
employed, practical uniformity would, I think, speedily 
result from such a process; whereas, were a certain se- 
ries to be authoritatively imposed upon every teacher and 
every school, I should entertain serious doubts whether 
equal progress would be made in the various branches of 
study, as if greater latitude of selection had been allowed. 
Great injustice, it seems to me, likewise, would be done 
to authors and compilers of school-books, by thus virtually 
granting a monopoly to the fortunate few to whose books 
the preference is given. If each teachei', at the com- 
mencement of his term, were allowed to select the various 
text books he might prefer, from a list comprising a pretty 
extensive variety, sanctioned by the Superintendent, or 



175 

Board of Regents of the University, and the books thus 
selected were to be regarded as authoritatively establish- 
ed for the entire term during vv^hich such teacher should 
be engaged, I am inclined to believe the principle of uni- 
formity would be carried to as great an extent as would 
be permanently beneficial, especially under a system 
where properly qualified teachers may be expected to 
occupy the schools for terms ranging from one to three, 
five and even ten years. This arrangement, while it 
would secure all the benefits of uniformity to each school, 
would leave room for all those shades and degrees of 
preference for favorite and particular authors which 
teachers might feel, and, at the same time, furnish ample 
inducements to more improved works in the various de- 
partments of Education. 

This whole subject came up for consideration, and was 
subjected to the practical test of experiment, in New 
York, between the years 1843 and 1846, and after the 
most mature deliberation and full discussion and observa- 
tion, the plan of uniformity of school and text books to 
be prescribed by competent authority for the whole State, 
was abandoned as impracticable and inexpedient. 

County Superintendents were authorized to recommend. 
and Town Superintendents only io prescribe such a series; 
and I myself became convinced that but for the general 
prevalence of short terms of instruction and the frequent 
changes of teachers, even this limited right of prescrip- 
tion might be regarded as of doubtful utility. 

2. I should apply substantially the same principles with 
those above indicated to the selection of school libraries 
a»d apparatus, and to plans for the erection of 'school- 



!76 

hou^e-s. As few restrictions as may be at all consistent 
with the attainment of the great object in view, the hberal. 
'supply and wide dissemination of sound and useful knowl- 
edge, seem to me most in consonance with the dictates of 
enhghtened wisdom and practical titility. School libra- 
ries should, as a general rule, be selected either by. a 
committee specially chosen for that purpose, or by the 
Superintendent of town or county, and such selection 
should be made from a general list prepared and approved 
by the State Superintendent, or Board of Regents of the 
University. In- practice the adoption of such a plan, 
especially the requisition to make the local selections from 
a carefully prepared general list, will be found almost in- 
dispensable to prevent the introduction of improper and 
hurtful publications. 

In connection with this subject^ permit me respectfully 
to suggest the expediency of centi'al town libraries of -a 
somewhat iii^er grade than the district Hbraries, and de- 
signed chiefly for the use of adults. By the annual di- 
version of a portion of the funds designed for the pur- 
chase of libraries in the several districts, a very large and 
valuable central library may, in a short period, be pro- 
cured, which, in conaection with the central schools pro- 
posed to be organized, will be found combining many ad- 
vantages not attainable through the medium of district 
libraries only. 

In reference to the construction of school houses, so 

various are the means, the wants, and the tastes of difter^ 

ent districts, that I apprehend no standard which could 

be adopted, would prove generally acceptable. Mr. 

Barnard, of Rhode Island, recently shed such a flood of 

12 



177 

light upon this subject, in all its branches, that the officers; 
and inhabitants of no district need longer be at a loss for 
the most perfect and approved models suited to every di'- 
yersity of means and taste. 

3. The plan suggested by you, of organizing primary 
district schools for the younger class of children, and a 
higher and central school for the older and more advanced 
pupils, is, in all respects, in my judgment sound and prac- 
ticable. Under the name of "Union Schools" the prin- 
ciple which it involves has been satisfactorily tested in 
many of the rural districts of New York; and so far as 
my observation and experience extend, with the happiest 
results. I think the primary department should, as far 
as practicable, be placed under the charge of compe- 
tent female teachers, who will almost invariably be found 
best adapted to the development and proper direction of 
the mental and moral faculties of the younger class 
of children, while the central or higher school would be 
most advantageously conducted by an experienced male 
teacher, without, however, excluding, where circumstan- 
ces would admit, female assistants of proper qualifications. 

4. The gradual establishment, as the income of the 
school fund, the enligntened liberality of individuals and 
communities, and the progress of educational science 
may demand, of Normal Schools for the education and 
preparation of teachers, I regard as indispensable auxili- 
aries to an efficient and comprehensive plan of elementary- 
public schools. Without this feature any approximation 
to that excellence, which, by its aid, has been attained in 
Europe, and in many portions of our own country, and 
which should constitute the miniinum standard, below 
which no community should be satisfied, can scarcely be ' 



178 ■ * 

hoped for. In the absence of a competent spuply of thor- 
oughly quahfied teachers of both sexes, embracing this 
profession as the business of their lives, aspiring after 
excellence in their vocation with all that ardor and en- 
thusiasm M^hich inspires the efforts of statesmen, the ar- 
tist, the advocate, the poet, or the orator, and deeply im- 
bued with the vast and varied responsibility of their 
high calling, no system of elementary education, worthy 
of the name, can ever be effectually organized. With 
our present experience in this department of human ef- 
fort, the connexion of universal education with Normal 
Schools, is, and must ever be indispensable and vital.-j- 
The former can only he attained through the beneficent 
agency of the latter. 

5. Teachers' institutes, properly organized and con- 
ducted, are, beyond all question, exceedingly valuable 
auxiliaries to the cause of common school education.-—. 
Coming as they do in aid of the higher teachings, and 
more extended course of instruction of the Normal 
Schools, adapted as they are to the wants of many in 
every section of the State, whom it is impossible for the 
Normal Schools to include within their limited accommo- 
dations, and bringing together as they do, for several 
weeks, practical teaxhers and those designing to enter 
upon this profession for the purpose of mutual improve- 
ment, discipline and culture, I know of no agencies de- 
manding so inconsiderable sacrifices of time and pecu- 
niary means, niore valuable and efficient in their results 
to the cause of common school education. For the best 
plan of organizing and conducting them, I beg leave to 
refer you to that veteran champion of common schools 
and practical educator, Salem Tow.n, who is entirely 



179 

familiar with this department of modern instruction; tc 
an able work on the same subject by William B. Fowle, of 
Boston, and a recent publication on the same subject by 
Prof. S, R» Sweet, of New York. 

In. conclusion, my dear sir, permit me to express the 
confident assurance I feel that Wisconsin, the youngest 
daughter of the American confederacy, with her noble 
system of Free Schools, School Libraries, Normal 
Schools, and Teachers' iNSTiTuttes, is destined spee- 
dily to overtake, (I sincerely hope she may not be able 
to pass) the most favored and enlightened of her sister 
states. With sincere regard, 

I remain yours, «fec. 
(Signed) SAMUEL S, RANDALL. 



APPENDIX 



Lojiv of Massachusetts^ entitled -An act to establish 
Teacliers' Institutes^ 

Be it enacted, 8fc. 

Section L Whenever, reasonable assurance shall be 
given to the Board of Education, that a number, not less 
than seventy, teachers of common schools, shall desire to 
assemble for the purpose of forming a Teachers' Insti- 
tute, and to remain in session for a period not less than 
ten working days, the said board by a committee of their 
body, or by their secretary, or in case of his inability, by 
such person or persons as they may delegate, shall ap- 
point a time and place for said meetings make suitable ar- 
langements therefor, and give due notice thereof. 

Sec. 2. For the purpose of defraying the expenses 
of rooms, fires, lights, attendance, and other necessary 
charges, ?nd for procuring teachers and lectures for said 
Institute, the said board, their secretary, or other person 
or persons duly appointed by them, may draw upon the 
treasurer of the commonwealth for a sum not exceeding 
two hundred dollars for any one Institute, from such 
fund as may be in the treasury under the general war- 
rant of the Governor for said purpose. 



181 

Sec. 3. To meet the expenses aforesaid, the Governor 
is hereby authorized to draw his warrant upon the treas- 
urer for a sum not exceeding $2500 per annum, to be 
taken from the capital of the school fund, and to remain 
in the treasury subject to the drafts provided for in the 
second section of this bill. 

Approved, March 12, 1846.— (p. 62.) 



An Act in addition to tJie ahom. 

Be it enacted, 8^c. 

Section 1. Whenever reasonable assurance shall be 
given to the Board of Education that a number not less 
than fifty teachers of common schools shall desire to as- 
semble for the purpose of forming a Teachers' Institute^ 
according to [the act above] the Board of Education 
shall appoint a time and place for said meeting, in man- 
ner and form as prescribed in the act aforesaid. 

Sec. 2. Any thing contained in the act aforesaid con^ 
trary to the provisions of this act, is hereby repealed. 
Approved February 11th, 1849. — (p, 603.) 



An Act relating to Teacher^ Institutes. 

Be it enacted, Sfc. 

Section 1. The Board of Education is authorized to 
determine the length of time during which the Teachers' 
Institutes [established under the above] shall remain in 
session. 

Sec. 2. Any thing contained in the acts aforesaid, 
contrary to the provisions of this act is hereby repealed. 
Approved March 27th, 1849.~(p. 37.) 



182 

1848 — 0(mnecti(Mt~-Ilesoktti()n in relation to 
Schools for Teachers. 

''Resolved hj the Assembly, That the Superintendent of 
common schools ^be, and he hereby is directed to employ- 
suitable persons to hold, at not more than sixteen con- 
venient places in the different counties of the State, in 
the months of September and October annually, schools 
of teachers, not exceeding one week each, for the purpose 
of instructing in the best modes of governing and teach- 
ing our common schools; and the compensation of the 
persons so employed, shall not exceed three dollars per 
day, in full, for services and the expenses for the time 
occupied in teaching and travelling to and from the places 
where the schools may be held, which compensation shall 
be paid from the civil Kst funds of the State; and the 
accounts of said teachers for services shall be taxed and 
audited by the Superintendent of Common Schools, and 
presented to the Comptroller, who shall draw an order 
for the same on the Treasurer of the State. 

'^ Resolved, That the Superintendent of Common 
Sehools be, and he hereby is directed to give seasonable 
notice to each school society of the times and places of 
holding said schools, and to give such other notice as he 
may deem expedient." 



Law of Ohio entitled — An act to amend an act en- 
titled ^^an Act to encourage Teachers^ Institutes^ 

\ Be it enacted, 8fc. 

Section 1. That the County Commissioners of the 
several counties mentioned in the act to which this is an 



18S 

amendment, shall be, and they are hereby authorized, afe 
their June session in each year, whenever, for any cause, 
the sum of one hundred dollars shall not arise from the 
means and source as provided in the first section of the 
aforesaid act, to appropriate such sum as shall be suffi- 
cient to make up said sum of one hundred dollars from 
any monies in the county treasury not otherwise appro- 
priated. 

Sec. 2. That in case there are no monies at the dis- 
posal of the said County Commissioners, they are hereby 
authorized to levy a tax (in the usual manner) for the 
purpose named in the preceding section. 

Sec. 3. That no part of the money appropriated by 
virtue of this act, or the act of which this is an amend- 
ment, shall be ordered by the County Auditor to be paid 
over, except upon the petition of at least forty practical 
teachers who shall therein declare their bona fide inten- 
tion to attend such association within their respective 
counties, and who shall also, at the time of petitioning as 
aforesaid, be permanent residents in the county in which 
application shall be made; and which payment and ap- 
propriation shall be approved and recommended in writing, 
endorsed upon said petition by the Board of School 
Examiners of such county. 

Sec. 4. That said sum of one hundred dollars, nor 
any part thereof, shall not be ordered by the County Au- 
ditor to be paid over as aforesaid, until said teachers shall 
have raised and paid over, or secured to be paid over, ta 
said Board of School Examiners, for the purposes and 
benefits of such association, at least one half the sum for 
which they shall so petition said County Auditor, and 



184 

which payment or security for payment as aforesaid^ 
shall be made known to said Auditor by the receipt or 
the certificate in writing of said Board of School Exam- 
iners. 

Approved February 16th, 1849. — (p. 19.) 



16^ 



APPENDIX 



To E. Root, Esq., Sup't of Schools; 

The village of Southport is divided into two school, 
districts. District No. 1 includes the 1st and 3d Wards 
of the village; district No. 2 includes the 2d Ward of the 
village. The number of inhabitants within the limits of 
■distinct No. 1, is over three thousand. Of the school 
house and school in district No. 1, I will give a brief acj 
count. 

The school house was completed in July last. It is a 
substantial brick edifice, 70 feet by 43, two stories high 
above the basemont. The main halls (one on each story.) 
are about 50 by 40 feet; the rooms are 14 feet high and 
well lighted. There are, adjoining the main hall in each 
story, two recitation rooms and a wash room; also a 
library room in the second story. Each main hall has a 
rostrum 40 feet in length by 6 in width, elevated about 
two feet above the floor. The entire side of the w^all 
•above the rostrum, in eaclj hall, is faced with a black 
hard'finish, affording an ample black board 40 feet in 
length by 12 feet in height. The standards of the seats 
and desks are of cast iron, and constructed in a manner 
to give durability, as well as economy in the use of room. 
All the seats have desks in front; each desk is designed 
to accommodate two scholars and is numbered. 



186 

The house cost $4,500, without including the ht on 
which it stands. The house, although a good one, and 
at present the best in the State, cannot be regarded as a 
Tnodel school house. Since the school has been in opera- 
tion, several defects in the arrangement of the house have 
been detected; the most important of which is, the reci- 
tation rooms are quite too small in proportion to the size 
of the main halls. 

The number of scholars in regular attendance is about 
500; these are classified without distinction of sex, ac- 
cording to their respective studies, and a given number 
of classes assigned to each teacher. The studies pursued 
comprise all the branches of Enghsh education usually 
taught in common district schools and academies, also Lat- 
in and French. 

The pupils engaged in learning the alphabet, commence 
in the lower room, under the charge of a teacher to whom 
is committed that department of elementary instruction; 
as he progresses in learning, he rises successively to high- 
er departments of study, and he has every facihty afford- 
ed him in the school of obtaining a good Enghsh educa- 
tion, as well as a knowledge of some of the languages. 

The school has seven teachers, each having charge of 
particular departments of study. All the teachers are 
female except the Principal. The Principal exercises a 
general supervision over the scjiools both in the upper and 
lower rooms. In addition to this general supervision, there 
is in each hall a sub-principal. The school is opened ev- 
ery morning by reading the Scriptures and vocal music, 
^fter which the classes are summoned to their respective 
recitation rooms, in 'th6 order of arransrement. Half an 



187 

hour is allowed to each class at a tune; classes are also 
heard in the same room by the Principal and sub-princi- 
pals- 

The order maintained in this school is good, there be- 
ing less noise and confusion among 500 scholars than is 
frequently witnessed in common schools numbering 40 
children. The teachers, however, for the purpose of 
maintaining order, do not pretend to be wiser than Solo- 
mon; hence they do not, in every instance, dispense with 
the maxim, " A rod for a fool's back." 

The expenses of the school per a.nnum are as follows: 
The Principal has a salary of $800 a year; the sub-prin- 
cipal in the upper hall, $350; the sub-principal in the low- 
er room,, $250; all the others, $200 each. Add to this 
$100 for contingencies, making $2,500; equal to $5 00 
per scholar for each in regular attendance. Considering 
the great variety of studies for which the school affords 
facilities, the expense is low — slower probably than any 
school in the State, where an opportunity is afforded for 
pursuing as great a number of branches of education. — ■ 
There are, on the average, 70 scholars to each teacher, 
which might seem too great a number of scholars to be 
advantageously instructed by so few teachers; but by 
classification it is believed that better justice can be done 
by one teacher to seventy scholars than can be done to 
thirty-five by one teacher, in a school comprising all ages 
and made up of the usual variety of studies. 

The policy of union schools, or of consolidating as 
large a number of scholars as practicable within the lim- 
its of a single district, cannot in my judgment, be too 
.strongly impressed on the friends of education in this 



188 

State. Its advantages are many. It affords means for 
the erection of better school houses and the employment 
of more competent teachers. Its economy is illustrated 
by reference to district No. 1, in Southport, above men- 
tioned. 

Yours respectfully, 

M. FRANK, 



I Geneva FiMi/i School, 



The building is fifty feet long and tw^enty-eight wide> 
containing two rooms and a small room for apparatus. — 
The cost of the building was nearly $1000. There are 
two departments in the school, the primary and higher, 
with two principal teachers, and two female assistants.— 
The primary department under charge of C. B. Smith, 
contains 80 scholars, and two teachers. The studies in 
this department are: spelling, reading, writing, mental 
arithmetic, geography, and primary grammar; also, juve- 
nile music. 

The higher department, under the charge of H. B. Coe, 
contains sixty scholars, and two teachers, the branches 
taught are: spelling, rhetorical reading, writing, mental 
and written arithmetic, geography, grammar, and philos- 
ophy, with illustrations and explanations in astronomy to 
the whole school, by the use of apparatus. Music taught 
as a regular exercise in this department, and a weekly 
exercise in declamation, composition and letter writing. 

The apparatus consists of a small air pump, electrical 
machine, orrery, tellurium, tide dial, and other things de- 



5S9 

signed more for use than show; also a set of Holbrookes 
Common School Apparatus. The apparatus with a clock, 
thermometer, &c., is furnished by Mr. Coe for the use of 
Jhe school. The funds are raised for procuring a bell, 
and it will be obtained as soon as possible. The rooms 
are provided with ventilators and means of lowering the 
windows, &c., &c. The school has been in operation 
only one quarter, under the present arrangement. 

The whole number of scholars enrolled during the last 
quarter was 170. 

HORATIO eOE, Principal 



190 



APPENDIX. 

"E." 



jR.evised Laws of Massachusetts.. 



PAET I, CHAPTER 23. 

Section 5. Each town containing five hundred fami- 
lies, or house-holders, shall, besides the school prescribed 
in the preceding section, maintain a schoolj to be kept by 
a master of competent ability and good morals, who shall 
in addition to tlie branches of learning before mentioned, 
give instruction in the History of the United States, 
Book-^keeping, Surveying, Geometry and Algebra; and 
such last mentioned school shall be kept for the benefit of 
all the inhabitants of the town, ten months at least, exclu- 
sive of vacations, in each year, and at such convenient' 
pl,ace, or alternately at such places in the town, as the 
said inhabitants at their annual meeting shall determine ; 
and, in evei'y town containing four thousand inhabitants, 
the said master shall, in addition to all the branches of 
instruction, before required in this chapter, be competent 
to instruct in the Latin and Greek languages, and general 
history, rhetoric and logic. 

Sec. 6. Anv town containinsr less than five hundred 



191 

families or house-holders, may establish and maintain such 
a school, as is first mentioned in the preceding section, for 
such term of time in any year, or in each year, as they 
shall deem expedient. 

Sec. 9. The several towns are authorized and directed 
at their annual meetings or at any regular meeting called 
for the purpose, to raise such sums of money, for the 
support of the schools aforesaid, as they shall deem nec- 
essary; which sum shall be assessed and collected in like 
manner as other town taxes. 

Sec 10. The inhabitants of every town shall, at their 
annual meeting, choose, by written ballots, a school com- 
mittee, consisting of three, five, or seven persons, who 
shall have the general charge and superintendence of all 
the public schools in such town. 

Sec. 1L In any town containing five hundred fami- 
lies, and in v/hich a school shall be kept for the benefit of 
all the inhabitants, as before provided for in this chapter^, 
the school committee, chosen in the preceding section^ 
shall perform all the like duties in relation to such school, 
the house where it shall be kept, and the supply of all 
things necessary therefor, which the prudential committee 
of a school district may perform in such district. 

Sec. 15. The school coftimittee shall determine the 
number and qualifications of the scholars to be admitted 
into the school, kept for the use of the whole town, as 
aforesaid, and visit such school., at least qnarter-yearly, 
for the purpose of making a careful examination thereof, 
and of ascertaining that the scholars are properly supplied 
with books; and they shall at such examination inquire 
into the regulation and discipline of the schools and the 
habits and proficiency of the scholars therein. 



' 192 

Law of Massachusetts entitled — An act to autho- 
rize adjacent towns to unite for school purposes. 

Be it enacted, &fc. 

Section 1. Any two adjacent towns, having not more 
than two thousand inhabitants each, may form one high 
school district, for establishing such a school as is contem- 
plated in the fifth section of the twenty-third chapter of 
the revised statutes, whenever a majority of the citizens 
of each town, in meetings called for that purpose, shall so 
determine. , 

Sec. 2. The school committees of the'two towns, so 
united, shall elect one from each of their respective 
boards, and the two, so elected, shall form the committee 
for the management and control of such school, with all 
the powers conferred upon school committees and pru- 
dential committees. 

Sec. 3. The committee provided for in the foregoing 
section, shall determine the location of such school house 
as shall be authorized to be built by the towns forming 
such district, or authorize the location of such school al- 
ternately in the two towns, whenever the towns shall not 
determine to erect a house for its permanent location. 

Sec. 4. In the erection of any school house for the 
permanent location of such school, and in the support and 
maintenance of the same, and in all incidental expenses 
attending the same, the proportions to be paid by each 
town, unless otherwise agreed upon, shall be according to 
the proportions of such towns in the county tax. 

Approved May 9th, 1848.--(p. 764.) 



13 



193 

Revised Statutes of Connecticut — Title X^ Gha^y 
ter 2. 

Section 1. Every school society, established as such 
'by the general assembly, and the inhabitants living within 
the limits of any ecclesiastical society, incorporated with 
local limits, or such portions of the same as have not 
been specially incorporated, shall constitute a school so- 
ciety, and as such shall be a body corporate, and re- 
spectively have power to estabhsh and maintain common 
schools of different grades; to purchase, receive, hold, 
and convey any ?eal or personal property, for school 
society purposes; to build and repair school houses; to 
levy taxes; to sue and be sued; and to make all lawful 
agreements and regulations for the useful education of all 
the children of the society. 

Sec. 27. Whenever a common school of a higher 
grade, for the older and more advanced children of either 
sex, shall be established and maintained by any society, 
such school shall be subject to the management of the 
Board of Visitors, unless otherwise desired by the socie- 
ty, and shall receive such portion of all money provided 
for the support of the common schools in such society, 
as the number of scholars attending such high school, 
shall be to the whole number attending all the schools 'of 
the society. 



194 

Laws of New HampsMre — Page 223, Chap. 2. 

AN ACT to authorize contiguous Scliool Districts 
to associate together to establish and maintain 
High Schools. 

Be it enacted 8^c. 

Section 1. Any two or more school districts, in any 
town or towns of this State, may associate together and 
form a union for the purpose of establishing and main- 
taining a high school, or high schools, for the instruction 
of the older and more advanced scholars belonging to the 
several associated districts; but no vote of any district to 
associate with another or others, shall be vahd, unless 
passed by two-thirds of the voters present at a regular 
meeting, called and holden for the purpose. 

Sec. 2. When a union shall have been so formed, the 
associated districts shall be a body politic and corporate, 
under the name of the High School Associated Districts 
of (the town in which they may be) and shall have and 
possess, and enjoy ail the powers and privileges conferred 
and be subject to all the duties and liabilities imposed on 
school districts by the general law of the State, except as 
herein otherwise provided; and to all laws in relation to 
calling meetings in such school associated districts and to 
choosing officers thereof, and their duties, except as here- 
in otherwise provided. i 

Sec. 3. The oificers of high school associated dis- 
tricts shall be a moderator, clerk and prudential com- 
mittee. The several prudential committees of the dis- 
tricts so associated shall be membeis of and constitute 
the prudential committee of the high school associated 



195 

districts; but if, in any district, the prudential committee, 
shall consist of more than one person, the chairman only 
of such committee shall be a member of the prudential 
committee of the high school associated districts. Said 
last mentioned committee shall have the power to deter- 
mine the age and qualifications of the scholars who may 
attend the high school or schools, and make rules and 
regulations for the studies and discipline of such schools, 
■v^hich shall not, however, be in force until approved by 
the superintending committee of the town. 

Sec. 4. All high school associated districts shall have 
power to purchase land for building school houses there- 
on; to build school houses and other necessary buildings; 
to remove, alter, repair and furnish the same; to hire school 
houses, or other buildings or rooms, for keeping a high 
school or schools therein; and to raise money for the 
several purposes aforesaid. And the mode directed by 
the laws now in force to be pursued to raise and collect 
money in school districts for building school houses, shall 
be pursued in raising and collecting money for the above 
purposes in high school associated districts. 

Sec. 5. A portion of the school money assigned by 
the select men to each of the several districts so associa- 
ted, not exceeding one-fourth of the same, shall be ap- 
propriated to the maintenance of said high school or high 
schools, and shall be paid to the prudential committee of 
the high school associated districts. And said committee 
in conjunction with the superintending school committee 
of the town, shall annually determine what portion of 
said school money shall be so appropriated and paid ; 
which determination shall be in writing and recorded. 



1^ 

Sec. 6. The teacher of every high school shall be 
■competent to instruct in all the branches of EngHsh edu- 
cation prescribed to be taught in common schools, and 
shall also be competent to teach History, Philosophy, 
Chemistry, Botany, Book-keeping, Surveying, Geometry. 
Algebra, Rhetoric and logic, all which branches, and also 
the ancient and modern languages, may be taught in high 
schools. 

Sec. 7. The said high school associated districts may 
raise money to be appropriated exclusively to paying, in 
part, the salaries of the teachers of the high schools 
therein; the same proceedings being had which are pre- 
scribed by law for raising and collecting money to build 
school houses; but no vote to raise money for that pur- 
pose shall be valid unless passed by two-thirds of the 
voters' present. 

Sec. 8. This act shall apply to such towns only, as at 
-any annual meeting shall have adopted its provisions, an 
article being inserted for that purpose in the warrant for 
said meeting. 

Sec. 9. This act shall take effect from and after its 
passage. 

Approved, July 3d, 1845. 



An act relating to ScJwol Dist?'ict No. 3, in Som- 
TYiersworth. — Chapter 63. 

Be it enacted, Sfc. 

Section 1. That the selectmen of the town of Som- 
merworth, shall annually, on or before the twentieth day 



1-97 

©f April, appoint a superintending school committee for 
school district numbered three, in said town, consisting of 
not less than five, nor more than seven, all resident in 
said district, who shall hold their offices for one year and 
until others are appointed in their place. And when any 
vacancy may occur in said committee, the same may at 
any time be filled by appointment by the selectmen. 

Sec. 2. Said committee shall choose a chairman and 
secretary, and shall be vested with all the powers and 
perform all the duties in said district that superintending 
school committees are authorized or required to perform 
in towns by virtue of any law, now existing, or which 
may, from time to time exist, in relation to superintend- 
ing committees of town schools. They may appoint 
sub-committees from their own board, and prescribe their 
powers and duties and may adopt by-laws for their own 
government and for regulating the schools in said dis- 
tricts. 

Sec. 3. There rpay be kept and maintained in said 
district one or more high schools, in which may be taught 
all the branches usually taught in English grammar 
schools, and such additional branches as the superintend- 
ing committee may direct, and the teachers of such 
schools shall be quahfied to instruct youth in the various 
branches required to be taught in English grammar schools, 
together with such additional branches as the superin- 
tending committee shall direct to be taught in such high 
schools. 

Sec. 4. The said superintending committee shall di- 
vide the scholars in said district into such divisions and 
classes, according to location and acquirements, or both, 



198 

as they may consider judicious, and shall dii'cct what 
school each class or division shall attend; shall prescribe 
the qualifications necessary for admission into the high 
schools, and regulate the transfer of scholars from one 
school to another. 

Sec. 5. Said dis'trict is hereby authorized to purchase 
and hold such quantity of land for school-house lots, not 
exceeding three acres in any one lot, and erect such 
school-houses thereon, as may be determined on by vote 
of the district. 

Sec. 6. Wherever the cost of any school-house shall 
exceed two thousand dollars, including the cost of the 
lot, said district may hire the excess above two thousand 
dollars on the district note, signed by the prudential com- 
mittee, or any other persons or committee authorized by 
vote of said district; and the same so hired, with interest 
thereon, may be assessed and collected in future years, 
as said district may by vote determine. 

Sec. 7. Any provisions contained in the general laws 
of this State, relating to schools, which may be inconsis- 
tent with the provisions of this act, shall not be in force 
in said district after the time when this act shall take 
effect therein. 

Sec. 8. This act shall be in force from its passage, 
but shall not take effect in said district, until adopted by 
vote thereof, at a meeting called for that purpose. 

Approved^ June 19th, 1848, 



199 

Afi act to empower ScTiool Districts to establish mid 
maintain High Schools. — Chap. 78. 

Be it enactedj &fc. 

Section 1, That the provisions of the act passed 
June 19th, A. D., 1848, entitled "An act relating to School 
District No. 3, in Somers worth," are hereby extended 
and made appHcable to all School Districts which may 
adopt said act, in legal meetings held for that purpose, 
and all the authority and power given in and by said act 
to School District No. 3, in Sommersworth, are hereby 
conferred upon any School District which may adopt the 
same. 

Sec. 2. Any school district which may adopt the said 
act, may elect their own superintending committee at any 
legal meeting held for that purpose, in the month of 
March, annually, and in case such committee shall not be 
chosen by the district, then the selectmen of the town in' 
which such district may be located, shall appoint a, 
special superintending committee for said district. 

Approved, Dec. 19th, 1848. 



ERATA. 



Page 33 for "accumulated" read "'accelerated. 

" 37 " "generations," " "generation.'^ 

•' 43 " "purpose" " "purposes."' 

" 46 " "science" " "sciences," 



R ,S 'HQ 



